I'm working primarily on the bigger picture of how the whole course works together into a whole and integrates the current LS 101 course needs and activities.

Course Sequencing/Materials

The course retains the overall arc of the current LS course (formulate research question, research, storing/citation, project) but beefs it up ala the IF Triad.

Note: An initial reflection and possibly survey to elicit student thoughts, context, etc and possibly a followup at the end or as part of their final project ala Susie Feero
Note: At various points along the way students will be: reflecting in their blog/other and creating artifacts (research questions, process, first presentation, audience appraisal, final presentation) in the portfolio Katie Walker

Random Notes

The current LS 101 course actually has 5 somewhat substantive units: research question, research using various indexes (3), final project.

The need for sustained practice-- 6-8 "blog" reflections?

What does Katie have in mind for the portfolio system in terms of tool/platform.

The IF course feeds the idea of the PLE. I think PLEs need a "home" base. Is that the blog? Could be a wiki too, might be just as (or more) flexible for it. I like the idea of a "home" base.

The State of IF

Outcomes:

Research, web search, library resources

  • Compose a valid research question
  • Create search statements appropriate to research questions
  • Identify (discover) and evaluate search resources (What are appropriate resources for research? (i.e., music, books, podcasts, the network)
  • Validate resources
  • Store, manage and share sources on appropriate platform
  • Cite sources in MLA format using x-tool
  • Reflect on process, content, validity of sources/resources
  • Demonstrate understanding of implications of online/shared identity

Evaluation/Authority

  • Apply an evaluation criteria to their sources, document their decisions, and justify why
    • Students may expand sources to include print, people, blog posts, etc. as long as justification criteria is met

Information Management

  • Demonstrate research is publicly accessible
  • Student will be able to subscribe to a feed and follow it on their Google homepage (portal page) and reflect on the value of the information in the feed(s) for research

Present Information

  • Present information w/ an awareness of how rhetoric shapes the resulting message (Reflect on the viewpoint of sources and describe how they differ. (This may be tied to justification of source)
  • Identify/choose appropriate presentation medium for justification of choice of source (identifying audience profile, purpose of message, etc.)
  • Re-purpose information in a publicly accessible format


Page last modified on October 17, 2008, at 07:16 PM