Information and Computer Literacy

General Education Committee

Recommendation Approved by the Faculty Senate

December 9, 1996

Overview of Information and Computer Literacy

The UMass Dartmouth Faculty Senate created the ad hoc committee on Information and Computer Literacy in the spring of 1996. The committee's mandate was to review the undergraduate curriculum with regard to Information and Computer Literacy and report back to the Senate with recommendations. Those recommendations are to be considered in formulating changes to UMass Dartmouth's General Education requirements.

The ad hoc committee reviewed many definitions of information literacy and computer literacy. The committee has settled on the following definition(s): Computer literacy includes an understanding of computer hardware, computer software and applications, computer interfaces and social and ethical issues such as computer security, viruses and privacy. Information literacy includes the ability to formulate questions, understand how to find information to answer those questions and evaluate whether the information found and its source are adequate to answer the question. In essence, information literacy is an attribute of someone who has learned how to learn.

A computer and information literate person is prepared to be a lifelong learner. Such a person is comfortable using libraries and information sources in both paper and electronic formats. Such a person is comfortable using information and computer technology in everyday living.

The committee recognized that some departments already include significant exposure to computer applications in their curricula. The challenge is to ensure that all undergraduates receive a basic introduction to computer and information seeking skills to give them minimal proficiency. A two tier approach is recommended. In the freshman year, all undergraduates must be taught basic skills (Tier I Recommendations). Then, it is up to each department to include computer and information literacy training relevant to that discipline. A description of the skills which should be included in the freshman year follows.

Curriculum Tier I Recommendations

As part of a multi-level approach to information and computer literacy, all students at the University, regardless of major, should be introduced to instruction in the mechanical and basic cognitive aspects of computers during their freshman year, through a tiered model based on the Library's Instruction Program. This introduction would include not only exposure, but also practice and reinforcement.

By the end of their freshman year, students should be familiar with basic computer vocabulary, with the keyboard, with email, with the Library's OPAC, networked cd's, online database systems, the Internet (including the graphics & video section commonly called the World Wide Web), and with software for word processing. In addition, students should know when there is a need for information, identify information needed to address a given problem or issue, find, evaluate, organize and use effectively the needed information.

Rather than requiring a new course, we recommend that the only universally-required courses, English 101 and 102 (i.e., required of all students in all majors), be modified to incorporate the above requirements in all sections. Instructors of ENL101 and 102 would be assisted by Computing and Information Technology Services (CITS) and the Library in preparing and delivering these courses. Perhaps interested members of the General Education Committee, the Freshman Year Committee, the English Department, the Library, and CITS could work together to develop a more specific plan that might ensure that all students receive instruction in the specific areas mentioned in the preceding paragraph.

Curriculum Tier II Recommendations

Each department will establish requirements in addition to the Tier I requirements and will inform students of these requirements at the time the student enters the major. Each department's Tier II requirements:

(II-1) should specify that students are expected to complete the requirements early in the undergraduate career;

(II-2) should reinforce the Tier I experience with additional exposure to on-line and other electronic information resources, with particular emphasis on specific resources used in the academic discipline (see the Tier I requirements);

(II-3) must provide integration of information and computing with the subject matter of the major;

(II-4) must include exposure to the following kinds of software: communications including Internet access and file transfer; spreadsheets including two-dimensional graphics; additional experience with word processing (see the Tier I requirements);

(II-5) should add specific software requirements appropriate to the academic discipline (e.g., databases for Management; graphics for Design; econometrics for Economics)

(II-6) must designate specific courses (existing courses , modifications of existing courses, or new courses) or course components that students must pass to complete the requirement;

(II-7) may develop new courses or alter existing courses to include the required components of the Information and Computer Literacy General Education requirement;

(II-8) may designate courses offered by other departments that satisfy the requirement (e.g., CIS110, Computer Literacy or BIS 101, The Business Organization);

(II-9) may designate New User Sessions and more advanced components offered by Computing and Information Technology Services as partial fulfillment of the departmental Tier II requirement;

(II-10) may or may not involve a capstone or concluding experience toward the end of the undergraduate major.

Infrastructure Recommendations:

The curriculum recommendations pertaining to General Education in Information and Computer Literacy require a campus infrastructure of information technology. Advances in the curriculum in the area of information and computer literacy cannot be achieved without an upgrading of the information technology infrastructure of both physical and human resources. Currently the UMass Dartmouth campus has only part of the physical and human resources necessary for these Information and Computer Literacy General Education recommendations. The future of UMass Dartmouth depends crucially on our ability to attract and retain students, faculty, and staff. If UMass Dartmouth does not maintain a current state-of-the-art information technology infrastructure, we will not be able to compete with other institutions that are providing such information technology resources to their constituents. Additional funding of information and computing resources, both physical and human, will be required to achieve the goals of the recommendations contained in this report. The following specific recommendations address these concerns.

(III-1) Create a campus-wide network capable of providing convenient communication and file transfers among users of different types of computers. This will greatly increase productivity and the efficient use of information technology resources.

(III-2) Provide funding for computing classrooms (not clusters or labs) that will be dedicated resources in which classes that require computing facilities will meet on a regular basis.

(III-3) Provide hardware and software to apply multimedia and other emerging technologies to teaching and learning, research, and outreach activities.

(III-4) Ensure adequate funding to upgrade one-quarter to one-third of the campus's microcomputer hardware and software each year.

(III-5) Upgrade the administrative information systems to support enhanced student advising, improved fiscal management and reporting, and innovative approaches to student recruitment and retention.

(III-6) Require each student to own a computer by the year 2000. Develop creative financing arrangements, leases, and other programs to make this affordable for all students.

(III-7) The University should provide adequate funding for faculty development to promote computer use in all fields of study.

The recommendations of the Information and Computer Literacy General Education Committee will require a significant funding commitment by the Administration. Without simultaneous improvement in the curriculum and the campus's information infrastructure (including personnel), UMass Dartmouth will not be able to attract and retain the brightest students and the best faculty.

Departments and Computing Committees and Organizations should vigorously pursue activities to make all faculty information and computer literate. When students are expected to master a minimum level of computing and information literacy, it is incumbent upon all faculty to have mastered at least the same level including spreadsheets, word processing, communications, and use of the Internet and the World Wide Web.

Created: cmcneil, 12/10/96