I-Know Evolution
TAMU-CC’s digital information literacy QEP, I-Know, aims to address student knowledge, skills, behaviors, and values with regard to interacting with information using digital technologies. Specific goals and expected outcomes of the program are detailed below.
I-Know Goal
The goal of the I-Know digital information literacy program is for Texas A&M University-Corpus Christi to prepare students to find, evaluate, create, and communicate knowledge using digital technologies so that they can successfully and responsibly navigate the increasingly complex modern information landscape as global citizens.
Information Literacy is described by the Association of College and Research Libraries (ACRL) as “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.”
Digital Literacy is defined by American Library Association’s (ALA) digital literacy task force as “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.”
TAMU-CC defines Digital Information Literacy for the purpose of this QEP as “the ability to find, evaluate, create, and communicate information effectively and responsibly by leveraging the appropriate technology to achieve the student’s goals.”By building from this definition, the TAMU-CC I-Know Digital Information Literacy QEP will help the University produce graduates who not only are capable of managing in the present-day world of information and communication technologies, but who also have the skills to adapt and thrive when the next generation of technological innovations emerge.
The I-Know QEP will focus on scaffolding digital information literacy concepts and values throughout the academic careers of undergraduate students at TAMU-CC. Students will be exposed to foundational I-Know concepts, such as finding and understanding information, in the required First-Year Seminar I/II courses. Those concepts will be expanded upon to include evaluating and applying information in general education courses required of a majority of the student body. Each major will designate an entry level major course to integrate these expanded concepts. Higher levels of learning related to I-Know concepts, such as synthesizing and creating information, will be explored in one upper level course in every undergraduate major at TAMU-CC. Each department offering an undergraduate major will select an upper level course that will be designated as part of the I-Know curriculum. These courses, likely research methods and capstone courses, will be natural fits for I-Know digital information literacy programming.
Student Learning Objectives Student learning objectives (SLOs) based on the TAMU-CC definition of digital information literacy outlined above were developed for each level of learning to be scaffolded into the curriculum. A subcommittee made up of faculty and staff from the QEP Development Committee reviewed the ACRL Framework, the Library’s existing information literacy SLOs, and the UT Martin MILE’s SLOs before breaking into smaller teams to draft SLOs for each of the three identified levels: Find, Evaluate, and Create/Communicate. The subcommittee discussed the wording of each SLO at length to ensure that it captured specific outcomes that students should be able to demonstrate as a result of the interventions provided in the designated IKnow courses. The work of the SLO subcommittee was shared with the QEP Development Committee for review and feedback, which was then incorporated into a final draft of the SLOs.
The first topic, Find, is considered the first SLO level to be introduced in First-Year Seminar sections. Students should be able to identify and pursue effective digital approaches for accessing information, as well as assess the quantity, quality, and relevance of their search results. Students are expected to be able to perform actions such as keyword searching and citation following.
The second topic, Evaluate, is the second SLO level which should be incorporated into major prerequisite courses identified by the academic program. Upon completion of these courses students should be able to evaluate a source’s credibility and suitability in the context of their information needs. Students should be able to properly identify credible and appropriate sources for their assigned work.
The topics of Create and Communicate make up the third level of SLOs and should be integrated into major capstone or research courses. Once the courses have been completed a student should be able to create effective research questions based on curiosity and gaps in the information or data available, and use appropriate technology to create knowledge, collaborate with others, or contribute to scholarly conversations. Students should be able to reach a level of understanding that allows for creative development of content that can be shared with the digital community.
| SLO Level | Course | Topic | Student Learning Objective |
|---|---|---|---|
| Level 1 | First Year Seminar 1101 and 1102 | Find | Identify and pursue effective digital approaches for accessing information (such as keyword searching and citation following) as well as assess the quantity, quality, and relevance of their search results. |
| Level 2 | Major Pre-requisite Courses | Evaluate | Evaluate a source’s credibility and suitability in the context of their information needs. |
| Level 3 | Major Capstone/Research Courses | Create | Create effective research questions based on curiosity and gaps in the information or data available. |
| Level 3 | Major Capstone/Research Course | Communicate | Use appropriate technology (such as shared documents and digital presentation software) for creating knowledge, collaborating with peers, and contributing to scholarly conversations. |
- Dr. Cate Rudowsky (QEP Co-Director)
- Dr. Michelle Singh (QEP Co-Director)
- Dr. Nikki Changchit, College of Business
- Dr. David Squires, College of Education and Human Development
- Dr. Adam Costanzo, College of Liberal Arts
- Dr. Heather DeGrande, College of Nursing and Health Sciences
- Dr. Aubrey Rhoden, College of Science and Engineering
- Dr. Marvarene Oliver, College of Graduate Studies
- Dr. Rita Sperry, University College
- Ms. Emily Metcalf, Bell Library
- Ms. Aleyda Cantu-Lee, Information Technology/Office of Distance Education and Learning Technologies
- Ms. Erin Mulligan-Nguyen, Office of Planning and Institutional Research
- Mr. Bryan Baker, Office of Assessment, Accreditation, and Compliance
- Ms. Cheryl Cain, Department of Marketing and Communications
- Ms. Julie Shuttlesworth, Division of Student Engagement and Success
- Mr. Kirk Jorgensen, Undergraduate Student
- Ms. Phebe Leach, Undergraduate Student
- Ms. Isabella Ruggerio, Graduate Student
- Dr. Bethanie Pletcher, Faculty Senate
- Mr. Ben Soto, Staff Council