As an ALA-accredited program in library and information studies, SLIS supports several key Program Level Learning Objectives. Not every course addresses every learning objective, but we strive to frame our course assignments and assessments in terms of these learning objectives when possible. This table lists the general assessment criteria for the assignments for this course and demonstrates how they relate to the Program Level Learning Objectives.
| LIS Program Level Learning Objective | Course Level Objectives | Assignments that Provide Evidence, with Criteria for Assessing the Evidence |
Goal 1 Theory and history Students have a critical grounding in theoretical and historical perspectives that draw on research in other fields of knowledge as well as on LIS, and that inform their professional practices, including research, with respect to the organization and management of information and providing access to information. 1a. Students apply key concepts with respect to the relationship between power, knowledge, and information. 1b. Students apply key concepts with respect to theories and practices of literacies, reading, and information use. |
Students demonstrate the ability to systematically and critically analyze the literature in technological infrastructures as they pertain to information agencies in the public interest. |
Reading Assignments Students complete required readings and productively discuss them in class. Response Assignments Students demonstrate abilty to apply course readings and gather supplemental readings with respect to public service information agencies |
Goal 2 Information ethics and policy Students acquire a strong and informed service ethic grounded in knowledge of local, national, and global information policies and processes, including scholarly processes. 2a. Students evaluate and debate information policy and ethics issues applicable in local, national or global contexts. 2b. Students apply core ethical principles to professional practice. |
Students demonstrate the ability to consider the ethical and policy implications of technolgical infrastructures as they pertain to information agencies in the public interest. |
Reading Assignments Students complete required readings and productively discuss them in class. Response Assignments Students demonstrate abilty to apply course readings and gather supplemental readings with respect to public service information agencies Analysis Assignments Students demonstrate the ability to systematically explore an infrastructure technology in context of a public-service information agency and a target population |
Goal 3 Techniques and technologies Students are competent and knowledgeable in the core skills of the innovative information professional, and in any chosen area of specialization. 3b. Students select and evaluate print and digital information resources. 3c. Students analyze information needs of diverse individuals and communities. 3d. Students understand and use appropriate information technologies. |
Students gain experience with selected technological infrastrucutres, through literature review, personal interview, and hands-on experience, as they pertain to information agencies in the public interest. |
Response Assignments Students demonstrate abilty to apply course readings and gather supplemental readings with respect to public service information agencies Training Assignments Students participate in required online and hands-on technology training and demonstrate the ability to reflect on the effectiveness of this training. Analysis Assignments Students demonstrate the ability to systematically explore an infrastructure technology in context of a public-service information agency and a target population |
Goal 4. Professionalism and leadership Students are reflective, creative, problem-solving leaders, able to communicate, collaborate, and instruct effectively. 4a. Students evaluate, problem solve and think critically, both individually and in teams. 4b. Students demonstrate good oral and written communication skills. |
Students are able to articulate the potentials and limitations of selected technological infrastructures, in person and in writing, as they pertain to information agencies in the public interest. |
Presentation Assignments Students demonstrate the ability to synthesize, reflect upon, and communicate the conclusions they have drawn about their chose infrastructure technology |
