This document outlines the key topics and concepts covered in an information literacy course for youth called LSC531 taught in the spring of 2015. It discusses 10 big ideas around expanding literacy concepts, supporting adolescent development, reading and writing in a digital age, new approaches to information literacy, and the instructor's assumptions about learning. The ideas focus on issues like building reading skills, digital citizenship, collaborative learning, evaluating online information, and using digital tools to support comprehension. It also lists the program goals for URI's graduate school of library and information studies around foundations, lifelong learning, digital media, and leadership and ethics.

1. Information Resources and
Competencies for Youth
LSC531
Spring 2015
Professor Renee Hobbs

2. Expanding the Concept of Literacy
10 Big Ideas in LSC531
PRINT VISUAL SOUND DIGITAL

3. Supporting the Needs of Youth
1. Be sensitive to adolescents and their cognitive,
social, emotional, physical and moral development
2. Appreciate the breadth and diversity of young adult
genres
3. Gain awareness of how social norms and censorship
pressures are enacted and have impact on
collection development practices in communities

4. Reading and Writing
in a Digital Age
4. Learn strategies for building reading stamina and for
collaborating with educators to support teens’
independent reading
5. Learn strategies for supporting digital citizenship
and cultivating the socially responsible use of digital
media
6. Discover the power of creative collaboration for
curation and authorship

5. New Approaches to
Information Literacy
7. Value information evaluation competence as a
social practice
8. Recognize challenges to teaching about credibility:
concepts, structures and practices that interfere
with genuine learning
9. Appreciate Wikipedia and Google Search as
important information resources
10. Use digital annotation and screencasting as tools to
support reading comprehension & research

6. Renee’s Assumptions about Learning
A. Learners are engaged and self-directed, able to
make strategic choices in order to maximize all
available learning opportunities.
B. People learn best by making and doing things.
C. Reflection is an essential literacy component
that can be activated through social interaction
in a challenging and supportive community
where there are high levels of respect and trust.

7. The Experiment:
Open Network Learning
• Learning outside the walled garden builds
transferable skills that help people participate
in public, creative and collaborative endeavors
• Using social networking to select, organize,
create and evaluate content helps people
develop ideas and connect to people,
resources and tools in an open and
transparent way.

8. Our Technology Learning Curve
• Change is a constant: we are learning to learn for
a lifetime
• New technology tools are an essential dimension
of the work of information professionals
• Peer learning is important for developing
technology fluency and digital media literacy
competencies. We informally serve as helpers,
coaches, mentors, colleagues, collaborators, and
critics. Each of these roles promotes learning.

9. Foundations: Graduates will understand the changing nature of knowledge
and will know how to research, organize, and apply a broad range of
interdisciplinary resources to meet the information needs of diverse users.
Lifelong Learning: Graduates will understand how to assess and meet the
needs of users and develop community partnerships in order to empower
lifelong learners.
Digital Media: Graduates will understand how changing media and
technologies reshape information and society, applying digital competencies
and critical thinking skills in order to contribute to innovation.
Leadership and Ethics: Graduates will understand and apply ethical principles
of global citizenship and will demonstrate leadership shills toward creating
equitable access to and use of information.
URI GSLIS Program Goals