MLO 6: INFORMATION TECHNOLOGY LITERACY
The student demonstrates an ability to use technology in support of his or her scholarly work, including gathering, organizing and analyzing sources and employing appropriate delivery techniques in both written and oral formats.
The curriculum for Spanish majors was built in such a way as to allow the student to grow and expand his/her information technology literacy. Beginning with the first upper-class courses I took, I noticed that our bibliography and reference finding skills were being groomed. The culmination of this research is our capstone projects and this portfolio.
Through both courses of WLC 300 and WLC 400 an emphasis was made in synthesizing technology with an academic setting. In both courses we took brief but helpful lessons from research librarians. By the time we were done with them we understood how to tweak searches to find our desired outcomes as well as order books from outside our school and even outside the CSU system of libraries.
One thing that stood out to me the most was the availability of dependable information. The more I became comfortable using the databases, the more sources of information (journals, ejournals) I was able to find. For example, I was able to locate an article written in Spanish for a university in Mexico that was very helpful to my capstone paper in a matter of a few minutes. Had I not found it through the outside university this article would not have appeared in our CSU library databases.
Throughout my time here at CSU-MB a wide variety of tools have been given to me through all my courses taken so that I prove my information technology literacy.
The curriculum for Spanish majors was built in such a way as to allow the student to grow and expand his/her information technology literacy. Beginning with the first upper-class courses I took, I noticed that our bibliography and reference finding skills were being groomed. The culmination of this research is our capstone projects and this portfolio.
Through both courses of WLC 300 and WLC 400 an emphasis was made in synthesizing technology with an academic setting. In both courses we took brief but helpful lessons from research librarians. By the time we were done with them we understood how to tweak searches to find our desired outcomes as well as order books from outside our school and even outside the CSU system of libraries.
One thing that stood out to me the most was the availability of dependable information. The more I became comfortable using the databases, the more sources of information (journals, ejournals) I was able to find. For example, I was able to locate an article written in Spanish for a university in Mexico that was very helpful to my capstone paper in a matter of a few minutes. Had I not found it through the outside university this article would not have appeared in our CSU library databases.
Throughout my time here at CSU-MB a wide variety of tools have been given to me through all my courses taken so that I prove my information technology literacy.