Sherma Edwards 1

DETT 611 Section, 9040

Sherma Edwards
DETT 611 Section, 9040
April 26, 2015
Information Literacy Learning Module & Business Plan:
SuccessMatters Intervention- MOOC
An Orientation to Library Research & Intellectual Property Course

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DETT 611 Section, 9040

Introduction
Information Literacy is defined as a set of abilities requiring individuals to recognize
when information is needed and have the capability to locate, evaluate, and use effectively the
needed information (Association of College & Research Libraries, 1996, 2015, para 5). The
Information Literacy Learning Module & Business Project: An Orientation to Library Research
& Intellectual Property serves as a free and noncredit career or professional development
program, open to and designed for nontraditional learners around the globe but will also target
five of the least educated states in America. Those five states will consist of West Virginia which
has the lowest college graduation rate, followed by Mississippi, Arkansas, Nevada and
Louisiana (Fox News Network, 2015, para.1; Frohlich, Serenbetz, Kent & Hess, 2014). These
states proved to have the lowest college graduation rates in recent years (Frohlich et al., 2014).
This paper will provide an analysis of SuccesMatters Intervention (SMI), its mission; targeted
markets, consumers, stakeholders and general business plan for the Massive Online Open Course
(MOOC).
Analysis
SMI is an initiative created in hopes of offering an innovative approach to adult learners
because different teaching methods should be used when instructing adults versus those used to
teach children and especially since this project strives to enhance information literacy
competency standards worldwide (Hays, 2014, p1.). The participants in the information literacy
program will be exposed to the use of multimedia technology, web 2.0 tools, open education,
library, Internet resources, copyrighting licensing and laws. The tutorials offered by SMI aim to
satisfy a mission of integrating a comprehensive literacy program for its consumers including
high school graduates, degree seekers and working adults without college degrees.

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SMI has a goal to improve aptitude skills and to enhance value in higher education.
MOOCs will be used to empower adult learners into independently seeking information and to
use it appropriately while conforming to academic information norms (Hepworth, n.d, para. 2).
Traditionally, emphasis on the ethical use of information found in the library primarily meant
that learners had to appropriately evaluate work, cite and avoid plagiarism (Hepworth, n.d.).
However, the focus has broadened and learners must also develop information literacy,
computer literacy, career information literacy, critical thinking, problem solving, time
management, team building and communicating skills; each are attributes of an effective leader
and are skills that can be developed by the common working adult (Hepworth, n.d, para. 2;
Kotter, 2012).
For learners who are already exposed to the workplace and its environment, they must
be educated on how to incorporate career information literacy skills into an academic world and
vice versa; since having a professional and academic background is viewed by society as a
valuable asset (Robinson, 2015). According to Robinson (2015), career information literacy,
began appearing in literature in 2007 during the economic downturn and the schools of
business, counseling and hospitality were of the main focus (para 4). Researches concentrated
on the qualities employers were looking for in job applicants and recent graduates (Robinson,
2015, para.4). Today, 74.1% of employers look for problem solving skills on a candidates
resume, in addition to decision making abilities, and making sure that potential candidates can
obtain and process information; this was listed in the top four of ten required attributes
(Robinson, 2015, para.5). Robinson (2015) also pointed out that there is a distinct need for
graduates who can use online and traditional methods to conduct comprehensive research in
the workplace (para.6).

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DETT 611 Section, 9040

The article entitled Information Literacy Competency Standards for Higher Education,
states, there is a need in providing support and assisting learners with information literacy skills.
Information literacy is of significant importance in todays society and is a component of, and
contributor to, lifelong learning that extends beyond the formal classroom (ACRL, 1996, 2015,
para 10). Developing lifelong learners is central to the mission of higher education institutions
today and to SMI (ACRL, 1996, 2015, para 10). Students who are exposed to best information
literacy practices may want to eventually develop additional academic skills, which may then
eventually lead to an increase in college enrollments and graduates.
SMI enhancement and business module will be implemented and coordinated through an
institution-wide effort involving faculty, administrators, developmental staff, office of planning
and assessment, technology support and professionals, higher education leaders, the community
and partners such as Coursera or Udacity (River Parishes Community College, 2009; Edwards,
2014). The purpose of the MOOC information literacy course offered by SMI is to assist targeted
learners in becoming aware of the importance of information literacy and to allow career
development opportunities. On completion of the program, participants will receive a certificate
of completion for those who take all quizzes and exams in the classes and have the chance to
transfer to one of SMIs academic partnership and community college (CC) alliance schools
(Schroeder, 2011, para. 5). This will be one of the positive outcomes and incentives to students
and they may even pay to receive academic credit from the institution since this option is in the
making (Cormier, 2010). In addition, it will reinforce retention rates and will encourage learners
to successfully complete the program since it is important to help build student success and
learner achievement (Schroeder, 2011). The MOOC career information literacy can even serve as
an excellent learner support in workplace training (Smith & Drago, 2004).

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The CC alliance and partnership will include West Virginia Northern CC, North East
Mississippi CC, East Arkansas CC, College of Southern Nevada and Louisiana Delta CC for all
stateside learners and encouraging them to complete a college degree and this will potentially
increase graduation rates. For global participants, other opportunities such as exposure to new or
additional technologies and web 2.0 tools, scholarly resources, career or academic development
and the possibilities of being motivated to obtain a higher education, either a college degree or
higher.
The open education platform will be structured so that quality is high for both teaching and
learning purposes and will illustrate all assignments to be completed through quizzes with the
use of the multiple chose option and students will be able to work in groups as well to
demonstrate peer review, critical thinking, and team building and leadership skills. Quizzes will
be timed to test effective study and time management skills.
MOOCs are known to be courses that promote participatory, distributed and life-long
network learning opportunities (Cromier, 2010). The open education platform and its tutorial
will be essential for learners to build computer literacy, career information literacy and
information literacy skills in and out of the workplace.

Distance learners must have reliable internet access and students will learn how to
review academic and reliable sources and this can address issues when accessing
open information and the information literacy procedures of how and where to
find reliable resources. This will allow decision-making skills to be developed and

this will potentially help with career growth.

Open to an informed learner and first-time learners.
Links will be provided to library and other university resources. Exposure to
searching strategies, information evaluation and referencing while using Google

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Scholar, Ebsco Host and the Boolean operation to measure online competencies

(Johnston, 2010, p. 208)

Encourage self-pace and independent study. Information will be everywhere and
accessible to the digital world (Cromier, 2010).

Challenges of the MOOC platform

Since MOOC is open access and its enrollment exceeds the traditional online
classes offered by conventional institutions, there will be an issue with meeting
the learners needs, lower library support and services. There will be more work

for librarians; however, other interventions can be created to deal with this issue.
The host will be through a third party such as Coursera and Udacity, therefore this

presents potential technical and proprietary issues.

Facilitators may struggle with methods to encourage support and participation.
Language barrier and very low computer literacy skills may be another issue as
well as information overload.

Analysis of examples of learning modules on similar information literacy topics

Many institutions are recognizing the need to implement career information literacy into
their academic curriculum. As part of the learner support services initiatives, there are libraries,
writing centers, career counseling, student services and partnerships. For example, the Rosen
College of Hospitality Management at the University of Central Florida provides students with
an unrivaled opportunity to learn and work in the industrys leading market (UCF Rosen
College of Hospitality Management, n.d). Rosens Library exposes students to digital resources
such as e-books and the institution also offers other opportunities such as career and company
research libguide, class assignments, for example, case studies, career exploration or research

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DETT 611 Section, 9040

essays and library assignments with career literacy outcomes used for reinforcement and
assessment (Robinson, 2015).
Case Study 1: The University of South Florida
The Counseling department created a career & information literacy program. Students were
instructed to develop a career website such as e-portfolios so that students can get familiar with
technology, develop presentations and acquire technical skills. (Robinson, 2015). Students had to
learn how to search online for career or employment information. Course assignments use
website and Big6 Skills (Robinson, 2015, para. 8).

Task definition
Information-seeking strategies
Location and access
Use of Information
Synthesis
Evaluation

Case Study 2: University at Buffalo Libraries Collaboration with Career Services.

Library outreach among academic departments is important but student services
department is often overlooked (Robinson, 2015, para. 9). The library partnered with career
service at this institution to share resources, revamp the career services library, collaborated on
workshops and instruction which taught students methods of research and how to explore
career (Robinson, 2015, para.9). Students were also taught how to conduct effective job
searches and employment resources on the Internet. (Robinson, 2015, para.9).
Conclusion

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It is recommended that librarians and institutions are aware of and remain up to date with
the latest technologies, developments and emergence of MOOCs and the importance of
information literacy, career information literacy and computer literacy. Although SMI is a make
believe initiative, its main purpose is to provide higher education leaders with an insight of the
importance of library services, support and resources for distance learners according to ACRL
standards. Educational institutions must continuously revamp it business model to meet learners
needs worldwide and to survive in this digital age. The bigger picture is to make sure that the
option is there to help with the increase in graduation rates and job opportunities, which will
positively impact the global market.

References
Association of College and Research Libraries. (1996, 2015). Introduction to information
literacy. American Library Association. Retrieved
fromhttp://www.ala.org/acrl/issues/infolit/overview/intro

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Cormier, D. (2010). What is a MOOC? Retrieved from

https://www.youtube.com/watch?v=eW3gMGqcZQc&feature=youtu.be
Edwards, S. (2014) Technology Selection Paper submitted for OMDE 603. Fall 2014Unpublished manuscript, University of Maryland University College.
Fox News Network. (2015). Americas best (and worst) educated states. Retrieved from
http://www.foxbusiness.com/personal-finance/2012/10/15/americas-best-and-worsteducated-states/
Frohlich, T., Serenbetz, R., Kent, A., & Hess., A. (2014). Americas most (and least) educated
states. 24/7 Wall St. Retrieved from http://247wallst.com/specialreport/2014/09/23/americas-most-and-least-educated-states/4/
Hays, L. (2014). Teaching information literacy skills to nontraditional learners. Kansas Library
Association College and University Libraries Section Proceedings, 4(1), 1-7.
http://dx.doi.org/10.4148/2160-942X.1036
Hepworth, M. (n.d). Information literacy. Retrieved from
http://www.informationliteracy.org.uk/information-literacy/il-higher-education/
Johnston, N. (2010). Is an online learning module an effective way to develop information
literacy skills? Australian Academic and Research Libraries, 41 (3), 207-218. DOI:
10.1080/00048623.2010.10721464

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Kotter, J. P. (2012). Leading change. Boston: Harvard Business Review Press

River Parishes Community College. (2009). Knowledge is power: Improving students
information literacy skills. Retrieved from
https://www.rpcc.edu/uploads/qepDocument.pdf
Robinson, K. (2015). Career information literacy. University of Central Florida Libraries.
Retrieved from https://prezi.com/niwwx_vai3za/career-information-literacy-presentation/
Schroeder, R. (2011). Open all the way: moocs, oer, and open education. Retrieved from
https://sites.google.com/site/moocmaking/
Smith, L., & Drago, K. (2004). Learner support in workplace training. In J. E. Brindley, C.
Walti, & O. Zawacki- Richter (Eds.), Learner support in open, distance and online
learning environments (pp. 193-203). Oldenburg: Bibliotheks-und Informationssystem
der Universitt Oldenburg.
UCF Rosen College of Hospitality Management. (n.d). About. Retrieved from
http://hospitality.ucf.edu/about-rosen-college/