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Information Literacy Class 01: Welcome To The Information FogInformation Literacy Class 02: Taking ChargeInformation Literacy Class 03: Database Searching With Keywords & HierarchiesInformation Literacy Class 04: Metadata and the Power of Controlled VocabulariesInformation Literacy Class 05: Discovery Searches, Library Catalogs and Journal DatabasesInformation Literacy Class 06: Internet ResearchInformation Literacy Class 07: Other Resources and Case Studies In ResearchInformation Literacy Class 08: Learning How To Read For ResearchInformation Literacy Class 09: Organizing Your Resources To Write Your PaperInformation Literacy Class 10: Tips On Research WritingInformation Literacy Class 11: A Research Paper Clinic
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Last Updated: Feb 13, 2017 URL: Print Guide RSS Updates

Information Literacy Class Print Page

Professor Information

Professor: Jonathan Sparks, M.L.S., Ed.S., Ph.D.
Office Phone: (405) 789-7661 (3451)
Office Hours: By Appointment
EMail Address:


Required Texts, Materials and Resources

Badke, William.  Research Strategies: Finding Your Way Through The Information Fog, 5th Edition.   iUniverse. 2014. ISBN: 978-1491722336
•  Information Literacy Tutorial at
•  Information Literacy and You at
•  Bodi, Sonia. “Propaganda or Scholarship: How to tell the difference.”  at

Information Literacy Materials From Merlot (Multimedia Educational Resource For Education & Online Teaching)

  • CLIP Tutorials
    "The Cooperative Library Instruction Project (CLIP) is a partnership between Chemeketa Community College, Lane Community College, Oregon State University, Western Oregon University and Willamette University whose mission is to design and develop sharable, web-based tutorials to assist in library instruction and information literacy." Be sure to take the quiz and send it to your professor's email address.
  • Research Paper Navigator
    Are you starting to work on a research paper? Use the Research Paper Navigator for help with writing, research, time management, and citing sources. Enter the start and due dates for your paper to get a customized research timeline.
  • Scholarly vs Popular Periodicals
    A video presentation on how to distinguish between scholarly and popular journals and magazines. The author acknowledges that Melinda Brown, Sharon Weiner, Patricia Armstrong and Leslie Foutch, all part of the Heard Library at Vanderbilt, provided editorial support for this tutorial.
  • TILT: Texas Information Literacy Tutorials
    Interactive tutorial which will prepare the user to effectively research library resources and the Internet. Updated 9/13/2013.
  • VAIL (Virtual Academic Integrity Laboratory) Tutorial
    In four modules the VAIL Tutor provides an overview of academic integrity concepts and practical tips for avoiding plagiarism. By assigning this tutorial, faculty will introduced their students to proper documentation practices and academic integrity policies. An electronic Certificate of Successful Completion is displayed on the screen and e-mailed to users after successful completion of the included online quiz.

Learning Activities

Teacher-Directed Activities - Diverse methods will be applied to convey information for student learning, including, but not limited to: lectures, modeling, group work, hands’ on activities, demonstrations, discussions, visual presentations, and role play.

Student Responsibilities

1. Attend and participate in all sessions.
2. Prepare for and do all homework and assignments, projects, and group assignments, tests/quizzes, exams in a timely manner.
3. Turn in all work at the designated time.
4. Turn in the highest quality work reflecting drafts, revisions, in-depth work and application of learning.


Academic Integrity, Honesty and Responsibility

The student is expected to commit herself/himself to the highest level of academic integrity when involved in and fulfilling requirements for this course. Academic dishonesty on any level and of any form will not be tolerated. This applies not only to active involvement but also to passive knowledge.    

Any student involved in academic dishonesty will be dropped from the course and assigned a grade of “F” for the course.  Furthermore, academic dishonesty may result in the dismissal or expulsion of the student from the program and/or the university


Integration Of Faith and Learning

A well performed process of integration of Faith and Learning will have an impact on:  values, choices, decision-making, and ethics by using Christian reference points meaning: the purpose of events, history, text and the purpose and goals of life (interpretation); views of truth and a reasonable, well-grounded faith versus a blind faith; a hierarchy of life; and faith as a test of politics and ideology in the secular world.

"And this is my prayer: that your love may abound more and more in knowledge and depth of insight, so that you may be able to discern what is best and may be pure and blameless until the day of Christ" (Phil. 1: 9-10).   "Therefore, prepare your minds for action". (1 Peter 1: 13a)


ADA Compliance

Students who claim learning or physical disability must self-identify and provide documentation of their disability.  Notify the instructor of your special needs so that appropriate accommodations may be arranged. 

Documentation provided to the University of any disability must be less than three years old and must contain specific recommendations for accommodation appropriate to the diagnosed disability. Documentation must be provided by a licensed professional in the area of the claimed disability.  Based on such documentation the student will be advised of any program modifications and accommodations.


Inclement Weather Policy

The Provost and Vice-President for Academic Affairs [PVPAA] and the President make the decision to cancel classes in the event of inclement weather. The PVPAA will contact the three (3) major local news stations and will also post the information on the university’s website.

In case of a tornado warning (the Bethany siren is audible on campus) all classrooms are to be evacuated and students moved to the Library. Classes may resume following the ‘all clear’ siren.


Protocol For Student Complaints

Southwestern Christian University’s policy is that if a student has an issue or complaint concerning any instructor or course, the student should first speak with the instructor. If after speaking with the professor, the issue is unresolved; the student may then carry the complaint further or formalize the complaint by writing to their department chair, dean or the Provost. Formal complaints must be done in writing.

Course Description

An introductory class providing students the skills to become lifelong learners. Information Literacy is a required 1-credit course for adult and online students. The purpose of the course is to introduce students to the process of finding, organizing, evaluating, applying, and presenting information found in print, electronic and other formats.


Instructional Strategies and Teaching Philosophies

As a professor, I encourage students to take ownership of their education by being active participants in their own learning.  I am sensitive to the diverse skill sets and learning styles, therefore I incorporate different methods of teaching for the students.  I solicit feedback from students by asking them at the beginning of a term to reflect on how they learn best.  In the classroom students have discussion activities, reading assignments, writing assignments, individual/group activities and a visual component.  My hope and goal is to foster critical thinking in students and facilitate the acquisition of life-long learning skills.

Student Learning Outcomes

At the conclusion of the class a student will:
1.  Demonstrate successful study skills and effective search strategies for information needs
2.  Examine an academic research topic and develop a focused research question.
3.  Successfully demonstrate use of print and electronic tools (such as article or ebook databases, the library catalog, and search engines) to search for and locate specific types of information effectively and efficiently.
4.  Using accepted criteria, student will critically examine and compare information for its authority, bias, accuracy, and currency.
5.  Demonstrate MLA style to accurately document research resources.
6.  Demonstrate skills in ethical and legal access and use of information.
7.  Increase their skills of basic methods of presentation of information found.
8.  Be able to explain the value of information literacy for successful lifelong learning.


Assignment and Grading Policies and Evaluation Criteria

Assignments are due at the START of each class or session. Late work accepted ONLY with a ten (10) point grade reduction and only within 1 week of due date. A rubric will be used for all writing and for the information literacy component as well.

Extra Credit Policy:  Case by case and only in extreme instances of medical or other emergencies.


Attendance Policy

Since this course only meets 2 nights, there is a no-tolerance absence policy in place. Any absence from this course will result in a grade of “F” for the course.




Points Possible

1.       Post Test – Beginning of class 


2.       Text Book Assignments


3.       Group Activity - Library


4.       Presentation of Mini Research


5.       Mini Research Paper


6.       Class Participation


7.       Final Exam

















Course Calendar

Course Calendar


Class Topic





Research – What, Where, Why and How


Pre-Test (in class)

Discuss Chapter 1 – Discuss & turn in assignment review 1.8

Discuss Chapter 2 – In class – complete review 2.9



Discussion of Chapters


Discussion about the Final

Read Chapters 3, 5, 6 & 7

Group Activity - Library

Assignment for Aug. 14th – Assignment  9.5



Components of Research

Citing – MLA – APA

Information will be given in class about the requirements for the mini research paper.

Start Mini Research Project



Discussion of Chapters

Post-Test (in class)

Discuss and Turn in Assignment Review  9.5

Read Chapters 4, 8, 9, 10 





Mini Research Presentations – 15 minutes

Turn in mini research paper




NOTE:  Please read Chapter 1 and Chapter 2 and do reviews 1.8 before coming to the first class.   Chapters 3, 5 6 & 7 will be covered in the first class.  Please read chapters 4, 8, 9 & 10 before the second class.  Thank you!

End Of Instruction Course Evaluations

At the end every course, all students are expected to participate in the course evaluation survey. This gives each student an opportunity to provide feedback regarding both positive and negative aspects of the course. Specific, authentic, and constructive feedback is encouraged in order to enhance our ability to provide classes and programs that are academically strong and relevant.

Right of Revision

Southwestern Christian University and the instructor reserve the right to change the syllabus. In the event of any necessary revision of this syllabus, the student will be informed both verbally in class, and in writing well in advance and in class in writing.

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