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Week
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Topics
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Study Metarials
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1
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Introduction and course presentation
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R1, R2, SR5
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2
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Information literacy and related concepts: Information age, information society, information explosion and information literacy.
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R1, R2, SSR2, SR5
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3
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Information literacy models
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R1, R2
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4
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Information literacy standards
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R1, SR5
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5
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Characteristics of information literacy instruction programs
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R1, R2, SR3, SRK5
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6
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Content of information literacy programs
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R1, R2, SR3
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7
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Teaching tools in information literacy programs
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R1, R2, SR3,SR4
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8
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Examples of practice in informatin literacy
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R1, R2, SR3, SR4
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9
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Determination of user needs for information literacy programs
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R1, R2, SR2, SR3
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10
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Planning of programs depending on user needs
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R1, R2, SR2, SR3
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11
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Program development in information literacy
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R1, R2, SR2, SR3
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12
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Methods, techniques and tools in information literacy programs
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R1, R2, SR2, SR3
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13
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Testing and assesment of information literacy programs
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R1, R2, SR2, SR3, SR4
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14
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General evaluation
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R1, R2, SR2, SR3
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Prerequisites
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-
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Language of Instruction
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Turkish
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Responsible
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Prof. Coşkun POLAT
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Instructors
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-
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Assistants
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-
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Resources
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R1. Polat, C. (2005). Üniversitelerde kütüphane merkezli bilgi okuryazarlığı programlarının geliştirilmesi: Hacettepe Üniversitesi örneği. Yayımlanmamış doktora tezi. Ankara, H.Ü. Sosyal Bilimler Enstitüsü.
R2. Andretta, S. (2005). Information literacy: A practitioners guide. Oxford: Chandos Publishing.
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Supplementary Book
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SR1. Birks, J. Ve Hunt, F. (2003). Hands-on information literacy activities. New York: Neal-Schuman.
SR2. Gordon, C. (2000). Information literacy in action. Suffolk: John Catt Educational Ltd.
SR3. Grassian, E. S. Ve Kaplowitz, J. R. (2001). Information literacy instruction: Theory and practice. New York: NealSchuman.
SR4. Smith, J. B. (2005). Teaching and testing information literacy skills.Worthington: Linworth Books.
SR5. Spitzer, K. L.,Eisenberg, M. B. Ve Lowe, C. A. (1998). Information literacy: Essential skills for the information age. Syracuse: ERIC.
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Goals
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The aim of this course, understanding the concept of information literacy; knowing the models, standards, methods and tools in the development of information literacy programs; development of library-centered information literacy program as an example.
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Content
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Course includes that the relationship between information society, information boom and information literacy; Information seeking, information sources and services, information retrieval tools and techniques, evaluation of information sources, presentation of information
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Program Learning Outcomes |
Level of Contribution |
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1
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Has expert level theoretical and practical professional knowledge and they keep developing it.
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-
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2
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Identifies and defines the main problems and causes in the field of interest and document management.
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3
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3
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Has advanced knowledge of scientific research methods and techniques.
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5
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4
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Analyzes, interprets, evaluates, and uses the theoretical and applied knowledge acquired in the field of information and records management analytically and systematically.
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-
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5
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Uses all kinds of research methods related to research in the field of information and records management at an advanced level.
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-
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6
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Independently or as a team member, it identifies the problems in the field of information and document management, produces solutions, makes the solution work and applies it when necessary.
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-
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7
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Evaluates knowledge and skills in the field of information and records management with a critical approach and directs learning needs.
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-
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8
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Follows, evaluates, and interprets current developments in the field of information and records management at national and international level.
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-
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9
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Communicates and shares research results in written, verbal, and visual forms.
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4
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10
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Communicates verbally and in writing by using a foreign language effectively.
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-
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11
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Uses information and communication technologies at an advanced level.
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4
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12
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Acts in accordance with social, scientific, and ethical values in all processes of research related to the field of information and records management and uses its knowledge and skills for scientific and social contribution.
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5
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13
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Converts the theoretical knowledge gained in graduate courses into practice.
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-
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14
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Has the ability to develop itself by identifying learning needs in line with current needs.
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-
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15
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Develops itself by determining its learning needs in line with the needs brought by its conditions.
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-
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