ERIC Number: EJ891561
Record Type: Journal
Publication Date: 2010-Jul
Bridging the Gap: Integrating Information Literacy into Communication Courses
Sjoberg, Lisa M.; Ahlfeldt, Stephanie L.
Communication Teacher, v24 n3 p131-135 Jul 2010
Information literacy programs focus on teaching students how to conduct effective research. Perhaps even more important is that they teach students how to critically evaluate the information they find. Engaging students in a significant information literacy unit helps them realize the value of the research process and the limitations of relying solely on internet search engine research. In addition, the research portfolio process exposes students not only to a variety of sources but also to criteria for evaluating sources effectively. Learning how to conduct effective searches, locate and evaluate sources, and select appropriate material from sources are important skills in the speechmaking process that are transferrable to other kinds of assignments. The authors designed a research portfolio assignment as a group project to assist students not only in sharing knowledge and workload, but also in learning effective group dynamics skills. As a group project, students apply theory related to decision making, leadership roles, and conflict management as they decide how best to accomplish this project. This assignment requires groups to consistently interact with their topic and develop more awareness of its issues, controversies, and ramifications. This in-depth engagement assignment allows groups to gather a wealth of evidence to use as they create a well-documented speech. A list of references and suggested readings is included.
Descriptors: Information Literacy, Research Skills, Introductory Courses, Public Speaking, Student Projects, Group Activities, Integrated Activities, Undergraduate Students, Portfolios (Background Materials), Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A