SLIS 202: Introduction to Information Literacy & Technology

South Carolina University – Winter 2018Online

Instructor: Dr. Darin FreeburgOffice: Davis College, 214E-mail: DarinF@mailbox.sc.edu Office Hours: I can be contacted via the above email at any time. We will use Adobe Connect for

virtual office hours on Mondays and Wednesdays from 12-2 pm EST all semester. This link will be in Blackboard. Alternatively, set up appointment via email to meet with me online, by phone or in the office if you’re in Columbia.

*Instructor reserves the right to modify the syllabus

I. Required Text: The required text for this course is available for free under a creative commons license. You can download it from Blackboard. It will not be available, then, in the bookstore.

Bobish, G. & Jacobson, T. (Eds). (2014). The information literacy user’s guide: An open, online textbook. Geneseo, NY: Open SUNY Textbooks.

Other readings/videos as noted in Other Required Materials. These other materials will be assigned throughout the semester and will be made available to students via class, Blackboard, or University Libraries’ electronic resources.

Style Manual:Publication manual of the American Psychological Association. 6th edition. APA, 2009.There should be no need to purchase the print manual for this course, as resources are available online or in Ready Reference at Thomas Cooper Library. The APA has a website for citing electronic information (http://www.apastyle.org/apa-style-help.aspx) and Thomas Cooper has an APA guide (http://guides.library.sc.edu/content.php?pid=8141&sid=51889). Additional help can be found at Purdue Owl (https://owl.english.purdue.edu/owl/resource/560/01/).

II. Course Description Introduces students to the basic information technologies used in all types of information

organizations and the essential concepts and skills needed for information literacy. Intended audience: Students in the Bachelor of Science program in Information Science as well as

other undergraduates interested in information literacy and technology.

ENHANCED DESCRIPTIONIn this course, students will be exposed to the basic components of information literacy: the ability to determine what information you need, where it is, how to get it, how to organize it, and how to present it. Yet, the goal of the class is to create better decision makers and advocates. Better decision-making means learning how to create new information when existing information is insufficient or non-existent. It means learning how to work without precise and perfect directions. It means reflecting on existing assumptions and beliefs to determine potential barriers to accepting new information. Advocacy requires a recognition

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that information literacy also creates opportunity gaps. Not everyone has the same opportunity to take a course like this. It means reflecting on what it’s like for people who lack these skills and awareness in contexts ranging from health and politics to finances and media consumption. It means using your skills and awareness to step in and make a difference in these contexts to improve society. This course is about the development of a passion for information, understanding how to find, create, use, and share it in ways congruent with an underlying social mission.

III. Course Goals and Learning Outcomes

Goals: To introduce key concepts and issues related to information sources; To determine the nature and extent of information needed; To identify and access sources of information applicable to the need; To evaluate information and its sources for credibility, reliability, bias, and currency; To employ appropriate conventions for integrating and citing sources ethically and legally; To use, manage, and communicate information using appropriate technology to accomplish a specific

purpose; and To provide with the basic knowledge and skills needed to understand information environments.

Learning Outcomes:By the end of this course, students will be able to: Understand the difference between data, information, knowledge, and wisdom; Describe the concept of information literacy and illustrate how it relates to information use in different

information settings; Assess and explore information needs and develop research questions regarding information needs; Evaluate different types of information resources (government sources, libraries, Internet, etc.) for

content, reliability, and applicability; Search effectively in online catalogs and databases, Web and print resources; Apply the tenets of information literacy to specific tasks and demonstrate the correct use of

information in the resulting outcomes; Construct a repertoire of search strategies for organizational/content management; purposes; Critically evaluate search results and adjust as needed; Identify and describe the operations of a basic computer and a computer communications network; Construct basic electronic documents, spreadsheets, presentations, graphics, and a database using

appropriate software to disseminate information; Identify and describe the roles of current technologies for the handling of information in information

organizations; Define information literacy and then describe the negative and positive effects on individuals and

society in general for both high and low levels of information literacy; and Consider and respect the intellectual property rights of those who create information and knowledge

they are using.IV. Course Policies

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1. Expectations You will need to log into Blackboard multiple times each week. No late work will be accepted. Students are expected to treat others in the classroom with respect and dignity, even with

online communication. Check assignments and email regularly.

2. Teaching approach and delivery: This course is entirely web-based, relying on 100% asynchronous content delivery. In order to achieve the above listed goals and outcomes, the instructor will foster an open learning environment that combines pre-recorded lectures with Blackboard posts, worksheets and other activities. Students will contribute to the success of the course through active participation, formal presentations with written assignments (research reports, etc), and thoughtful class involvement.

Students are advised that, although online classes offer freedom over traditional classes, they often take more time. Students are expected to devote significant time each week on this course. This includes time spent viewing and reflecting on lectures, writing blogs, responding to blogs, writing worksheets, researching and writing papers, etc.

100% Asynchronous means:Each week, the instructor will provide a pre-recorded lecture providing a quick overview of the topic for the week. The pre-recorded lecture will be made available to students on Monday of each week. Links to the pre-recorded lectures will be provided in Blackboard under each week.

3. Technology RequirementsStudents are expected to have basic computer skills including using the Internet, specifically, the Web. They are expected to log into the course multiple times a week. Students should be able to interact with the course site and resources in Blackboard (posting to Blackboard discussion board, submitting assignments, etc). Students will also make use of Adobe Connect. Students will be expected to use presentation software like Microsoft PowerPoint for purposes of preparing and presenting reports. Additional technology requirements for this and other SLIS courses can be found at: http://www.sc.edu/study/colleges_schools/cic/library_and_information_science/distributed_learning/technology_requirements.php

4. Blackboard problems If you experience difficulties with Blackboard, consult the list of Frequently Asked Questions available at http://www.uts.sc.edu/faq/index.shtml#blackboard, or contact Computer Services at (803) 777-1800 or https://helpdesk.uts.sc.edu/

5. Language UsageIt is recommended that both instructor and students should strive for gender-neutral and culturally-sensitive language in both written and oral speech. For example, "humanity" or “people” is preferred over "man” or “mankind.” This reflects the concern for the inclusion of all peoples within this class and our community. In addition, any derogatory comments based on racial, ethnic, religious, sexual or other categories should be avoided with the exception of being used within the context of analysis. Please strive for awareness and sensitivity in your course assignments in this regard. There are several resources that are available to help you in avoiding these problems. These include:

Schwartz, Marilyn. Guidelines for Bias-Free Writing. Bloomington, IN: Indiana University Press, 1995.

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https://owl.english.purdue.edu/owl/resource/560/14/. Avoiding Bias.(Online Writing Lab at Purdue University)

American Psychological Association. Removing Bias in Language. http://www.apastyle.org/race.html.

6. Writing/Editing AssistanceThe Writing Center (with a main office in the Humanities Classroom Building, Room 014, and satellite centers located in Bates House, Columbia Hall, Sims Hall, and the Thomas Cooper Library) offers free writing assistance to USC students. Call (803)777-2078 to schedule an appointment.

7. Academic HonestyAssignments and examination work are expected to be the sole effort of the student submitting the work. Students are expected to follow the University of South Carolina Honor Code and should expect that every instance of a suspected violation will be reported. Students found responsible for violations of the Code will be subject to academic penalties under the Code in addition to whatever disciplinary sanctions are applied. Cheating on a test or copying someone else’s work, will result in a 0 for the work, possibly a grade of F in the course, and, in accordance with University policy, be referred to the University Committee for Academic Responsibility and may result in expulsion from the University.

Plagiarism is one clear violation, which, according to the Honor Code, is “Unauthorized use of another person’s work without proper acknowledgment of source.” This includes copying text without using quotes and in-text citations. It also includes paraphrasing someone else’s work without both in-text citations and a citation at the end of your paper in a works cited section. Examples of plagiarism go beyond this, and it is the student’s responsibility to ensure they are in compliance.

The University of South Carolina Honor Code and the Carolinian Creed will be followed in this course. The Honor Code states, “It is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this Honor Code or who knowingly assists another to violate this Honor Code shall be subject to discipline.” More information of the University’s Academic Honesty Policy can be found at http://www.sc.edu/academicintegrity/honorcode.html & http://www.sa.sc.edu/creed/.

All work submitted must be the student’s original work and done for this class. Do not submit work done in other classes.

8. AccommodationsIt is the policy of the University of South Carolina to make reasonable accommodations for qualified individuals with disabilities. Students with certified eligibility through the Office of Student Disability Services who need accommodations to participate fully in all class activities and fulfill class requirements should see one of the instructors as soon as possible. Any other students with documented disabilities should contact the Office of Student Disability Services at 777-6142 to make arrangements for appropriate accommodations

9. Communication Policy: Please use the professor’s email (DarinF@mailbox.sc.edu) for email communication. DO NOT use Blackboard internal email—it will not be checked. Face-to-face meetings are preferred during office hours or by appointment.

10. Attendance:

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In a traditional (face-to-face) environment, USC attendance policy states that “Absence from more than 10 percent of the scheduled class sessions, whether excused or unexcused, is excessive and the instructor may choose to exact a grade penalty for such absences.” This being an online class, attendance will primarily be determined through completion of “Lecture Response Questions.” This shows attendance at each lecture. You can miss 3 lecture responses for the entire course without additional penalty beyond the grade of the lecture response questions themselves. Missing a 4th time will result in a deduction of letter grade and the 5th miss will result into deduction of two letter grades. Beyond that, I consider students to have missed too much of the class sessions and may not be assigned a grade in accordance with USC’s attendance policy.

11. Equality and DiversityThe instructor and students in this course will act with integrity and strive to engage in equitable verbal and non-verbal behavior with respect to differences arising from age, gender, sexual orientation, race, physical ability, religious preferences, and individual perspectives and viewpoints. Our goal is to create a supportive and inclusive class environment conducive to open discussion, learning, and achievement.

12. Assignment SubmissionAssignments should be submitted through SafeAssign in Blackboard. Assignments are due at 11:59 pm EST on the designated day. See the Course Calendar for due dates. Late assignments are not accepted.

If there are extenuating circumstances for which you require an extension, please arrange an appointment to discuss this with me prior to the due date. Extensions will not be granted on the due date of an assignment.

Students will observe legal and ethical practices of information collection and use (e.g. copyright) when completing all assignments. Detailed information regarding each assignment can be found in Blackboard, in the Assignments section.

V. Course Requirements and Assignments

Guidelines for Written Assignments All written submissions must:

Be submitted via Blackboard in Microsoft Word Display your name and course title Utilize double spacing Be written in APA style, with proper citations Align with required font and format: 12-point, Times New Roman, double spaced, 1-inch margins.

V. Course Requirements and Assignments

Grading Philosophy: Students are required to meet the minimum criteria in order to receive a “C” grade. Students who meet the minimum criteria and demonstrate a thorough grasp of the material and excellence in preparation will receive a “B” grade. Students who meet the criteria, demonstrate a grasp of the material and excellence of preparation, and move beyond the scope of the material presented, demonstrating critical thought and contributing new insights will receive an “A” grade.

Students will observe legal and ethical practices of information collection and use (e.g. copyright) when completing all assignments. Detailed information regarding each assignment can be found in Blackboard, in the Assignments section.

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Grade ScaleIncompletes will be handled on a case-by-case basis. Students will need to provide documentation for any extenuating circumstances when an Incomplete is requested.

Final letter grades are awarded as follows: 900 -1,000 points = A850 - 899 points = B+800 – 849 points = B750 – 799 points = C+700 – 749 points = C650 - 699 points   = D+600 - 649 points   = DBelow 600 points = F

Grade Overview:

1. Advocacy Blog Entries and Comments 155 points (11 @ 15 each)

2. Lecture Responses 132 (12 @ 11 each)

2. Season Exercises 120 points (2 @ 60 each)

4. Annotated Bibliography 200 points

5. Research Report & Presentation 250 points

6. Final 143 points

Total Possible Points 1,000

Assignment Descriptions:

1. Advocacy Blog Entries and Comments: 155 points (11 @ 15/each)Each week, we will be talking and thinking about skills and competencies required to be information literate. In addition, we will look at the consequences of lacking such skills and competencies. Each week, I will post a prompt on Blackboard. This could be a short newspaper article or an imaginary scenario. You will be asked to write a 350-word blog addressing how you can be an advocate for information literacy in the topics we discuss each week. The blog is due by THURSDAY of each week to give time for comments and discussion. Address the following questions:

How might this situation have been different if the person(s) was information literate in the specific areas for that week, e.g. for week two, how would this be different if the person new how to identify his/her information need and plan/find information to fill that need?

How can you take what you learned for that week and “come to the aid” of the person in the story? How can you take what you learned for that week and push for broader beneficial change on a

social/political scale?

You will also be required to comment on the blog posts of at least 2 other students. These must be substantive responses that go beyond, “This is great.”

Blog Rubric: Students may fall anywhere on this scale from 0-15.

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15 points 8 points 0 pointsStudent writes 350 words that answer all questions posed. Shows thorough understanding of the scenario or story as it relates to the topic for that week. Brings in elements from assigned readings and weekly lectures—showing evidence of thoughtful consideration of both. Student comments substantively on the blogs of at least 2 other students

Student writes less than 350 words and/or fails to answer all questions posed. Fails to specifically address the topic for that week. Only partial understanding of the situation, with little evidence of thoughtful consideration of assigned readings and weekly lectures. Student responds to only 1 other student, and/or comments are not substantive, lacking ideas, thoughtful questions, and/or respect.

Student does not complete a blog.

2. Lecture Responses: 12 @ 11 points each (132 points)Each week, you will watch a series of lectures. Embedded in these lectures will be questions you will need to answer in a 1-page response. These questions will not be given out beforehand, requiring you to watch the entire lecture so you know what questions are being asked. Sharing these questions with other students is considered a violation of the honor code and could result in failure in the course. Note that participation in the lecture response is also part of attendance.

3. Season Exercises: 2@50 points each (100 points)Assigned exercises will cover various content of the course (lectures, textbook, and extra readings). You will be asked to reflect on a series of topics or complete tasks and write-up your answers to a series of questions in a 2-page, double-spaced Word document. These should be written in paragraph format like a traditional paper. These will not be long assignments, but they will require critical thought and attention. They will be due Sunday, End-of-Day for each week one is due.

4. Annotated Bibliography & Reflection: (150 points)Create an annotated bibliography with 5 resources related to a research topic of interest to you. Annotations should be no longer than 300 words and contain a critical analysis of the resource. After the annotation, include an additional paragraph of personal reflection of the resource. Include the strengths and weaknesses of the resource as well as how it applies to your research. This can be the same topic and resources used for your research report.

5. Research Report & Presentation (200 points)Students will spend the semester working on a research paper about a topic related to their field of interest. Throughout the semester, students will complete various tasks to demonstrate an understanding of the research process including analyzing, evaluating, and interpreting information. Students will present their findings in a 5-minute in-class presentation with accompanying visual aids (PowerPoint, Prezi).

6. Final ExamStudents will be required to take a final exam covering all class content. This includes lectures, readings, and class discussions. They are completed through Blackboard, and are open-note/open-book. However, they must be done individually and have a time limit. See course schedule for date.

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VI. Tentative Course Schedules and Outlines:

Table 1: Course Topics and Due Dates**Subject to change**Real World Due by end-of-day Sunday of each week***IL Worksheets=due by SUNDAY of each week

Season Date QuestionsAssignments and

Readings Due

Season 1 (Jan. 2-7)

4 Episodes

Ep. 1: The Intro

Read:Text, 1-6

Watch:

Simon Sinek

Turn in (by Jan. 3):

Lecture Response 1.1

Advocacy Blog 1.1

Ep. 2: What is it all?

Read:ACRL “Framework”

Turn in (by Jan. 4):

Lecture Response 1.2

Advocacy Blog 1.2

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Season Date QuestionsAssignments and

Readings Due

Ep. 3: What do I need?

Read:Text, 7-25; 47-54;Sekeres & Gilligan (2017

Turn in (by Jan. 5):

Lecture Response 1.3

Advocacy Blog 1.3

Ep. 4: Finding It

Read:Text, 26-46;The Economist (2016

Turn in (by Jan. 7):

Lecture Response 1.4

Advocacy Blog 1.4

Season 1 Exercise

Season 2 (Jan. 8-14)

5 Episodes

Ep. 1: Evaluating

Read:

Text, 63-77;

Domonoske (2016)

Turn in (by Jan. 9):

Lecture Response 2.1

Advocacy Blog 2.1

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Season Date QuestionsAssignments and

Readings Due

Ep. 2: Managing

Read:

Text, 55-62; 78-88;

Hemp (2009)

Turn in (by Jan. 11):

Lecture Response 2.2

Advocacy Blog 2.2

Annotated Bibliography

Ep. 3: Stats

Read:

Dye (2008)

Turn in (by Jan. 12):

Lecture Response 2.3

Advocacy Blog 2.3

Ep. 4: Visuals and Social Media

Read:

Text, 101-119

Turn in (by Jan. 13):

Lecture Response 2.4

Advocacy Blog 2.4

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Season Date QuestionsAssignments and

Readings Due

Ep. 5: Technology and Privacy

Read:

Consumer Reports (2017)

Turn in (by Jan. 14):

Lecture Response 2.5

Advocacy Blog 2.5

Season 3 (Jan. 15-20)

3 Episodes

Ep. 1: Presenting It

Read:

Text, 89-100;

Zócalo (2016)

Turn in (by Jan. 16):

Lecture Response 3.1

Advocacy Blog 3.1

Ep. 2: Creating What Doesn’t Exist

Watch:Morgan (2015)

Turn in (by Jan. 18):

Lecture Response 3.2

Advocacy Blog 3.2

Research Report

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Season Date QuestionsAssignments and

Readings Due

Ep. 3: Barriers

Read:

Somin (2014)

Turn in (by Jan. 20):

Lecture Response 3.3

Advocacy Blog 3.3

Season 3 Exercise

Final Exam

Other Required MaterialsALA. (2016). Framework for information literacy for higher education. Retrieved from

http://www.ala.org/acrl/standards/ilframework.

Consumer Reports. (2017, Feb). 66 ways to protect your privacy rights now. Retrieved from https://www.consumerreports.org/privacy/66-ways-to-protect-your-privacy-right-now/

Domonoske, C. (2016, Nov.). Students have 'dismaying' inability to tell fake news from real, study finds. NPR. Retrieved from http://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real

Dye, L. (2008, Oct.). Drug claims often misleading. ABCNews. Retrieved from http://abcnews.go.com/Technology/story?id=6034371

Hemp. P. (2009, Sept.). Death by information overload. Harvard Business Review. Retrieved from https://hbr.org/2009/09/death-by-information-overload

Morgan, J. (2015). 5 outdated work practices. [Video]. Retrieved from https://www.youtube.com/watch?v=HQgRhTzx1yA

Sekeres, M.A. & Gilligan, T.D. (2017, Mar.). Informed patient? Don’t bet on it. The New York Times. Retrieved from https://www.nytimes.com/2017/03/01/well/live/informed-patient-dont-bet-on-it.html

Sinek, S. (2016). Simon Sinek on Millennials in the Workplace. [Video]. Retrieved from https://www.youtube.com/watch?v=hER0Qp6QJNU

Somin, I. (2014, Nov.). What no one talks about during election season: Voter ignorance. Forbes.

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Retrieved from https://www.forbes.com/sites/realspin/2014/11/03/what-no-one-talks-about-during-election-season-voter-ignorance/#2b08df1fa494

The Economist. (2016, May). Ignorance isn’t bliss: Dealing with the problem of public misperceptions. The Economist. Retrieved from https://www.economist.com/news/finance-and-economics/21699455-dealing-problem-public-misperceptions-ignorance-isnt-bliss

Zócalo Public Square. (2016, June). What history teaches us about demagogues like The Donald. Zócalo Public Square, Retrieved from http://time.com/4375262/history-demagogues-donald-trump/

Table 2: How each Week lines up with course outcomes and frames (why am I doing this?)

Season, Episode,

TopicImportant Skills, Frames, and Knowledge Lens

Season 1 (Jan. 2-7)

4 Episodes

Ep. 1: The Intro

Frames Research as Inquiry

o Research is asking questionso Researchers don’t always agreeo Good research solves societal problemso Research should advance what we knowo Researchers should maintain an open mind

Outcomes Assess and explore information needs and develop research questions

regarding information needs;

Ep. 2: What is it

all?

Knowledge Lens Embracing Imprecision Creating in Relationship Integration and Learning

Outcomes Understand the difference between data, information, knowledge, and

knowing; Describe the concept of information literacy and illustrate how it relates to

information use in different information settings Define information literacy and then describe the negative and positive

effects on individuals and society in general for both high and low levels of information literacy

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Season, Episode,

TopicImportant Skills, Frames, and Knowledge Lens

Ep. 3: What do I

need?

Frames Information Creation as a Process

o There is more than one legitimate channel for information dissemination

o There are multiple formats for informationo It’s important to analyze how an information product was

created. Searching as Strategic Exploration

o Searching for information can be frustratingo Finding information involves various tactics and strategieso Searching for information is a skill that requires practiceo Not every “rabbit hole” you chase will be productive

Outcomes Assess and explore information needs and develop research questions

regarding information needs; Apply the tenets of information literacy to specific tasks and demonstrate

the correct use of information in the resulting outcomes;

Ep. 4: Finding It

Frames Searching as Strategic Exploration

o Searching for information can be frustratingo Finding information involves various tactics and strategieso Searching for information is a skill that requires practiceo Not every “rabbit hole” you chase will be productive

Outcomes Construct a repertoire of search strategies for organizational/content

management; purposes; Search effectively in online catalogs and databases, Web and print

resources;

Season 2 (Jan. 8-14)

5 Episodes

Ep. 1: Evaluating Frames Research as Inquiry

o Research is asking questionso Researchers don’t always agreeo Good research solves societal problemso Research should advance what we knowo Researchers should maintain an open mind

Scholarship as conversationo Researchers don’t work in isolationo Researches often answer just pieces of more complex problems

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Season, Episode,

TopicImportant Skills, Frames, and Knowledge Lens

o There are often many valid perspectiveso No conversation is overo Many voices are silenced in this conversation

Knowledge Lens Integration and Learning

Outcomes Critically evaluate search results and adjust as needed; Evaluate different types of information resources (government sources,

libraries, Internet, etc.) for content, reliability, and applicability;

Ep. 2: Managing

Frames Information has Value

o There are laws governing information useo Access to information is a right of allo Lack of access creates opportunity gaps

Outcomes Consider and respect the intellectual property rights of those who create

information and knowledge they are using. Identify and describe the roles of current technologies for the handling

of information in information organizations;

Ep. 3: Stats

Frame Searching as Strategic Exploration

o Searching for information can be frustratingo Finding information involves various tactics and strategieso Searching for information is a skill that requires practiceo Not every “rabbit hole” you chase will be productive

Outcomes Apply the tenets of information literacy to specific tasks and demonstrate

the correct use of information in the resulting outcomes; Describe the concept of information literacy and illustrate how it relates to

information use in different information settings; Evaluate different types of information resources (government sources,

libraries, Internet, etc.) for content, reliability, and applicabilityEp. 4: Visuals and

Social Media

Frames Information Creation as a Process

Outcomes Describe the concept of information literacy and illustrate how it relates to

information use in different information settings;

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Season, Episode,

TopicImportant Skills, Frames, and Knowledge Lens

Construct basic electronic documents, spreadsheets, presentations, graphics, and a database using appropriate software to disseminate information

Knowledge Lens Creating in Relationships

Ep. 5: Technology

and Privacy

Frames Information has Value

o There are laws governing information useo Access to information is a right of allo Lack of access creates opportunity gaps

Outcomes Consider and respect the intellectual property rights of those who create

information and knowledge they are using. Identify and describe the operations of a basic computer and a computer

communications network; Identify and describe the roles of current technologies for the handling of

information in information organizations;

Season 3 (Jan. 15-20)

3 Episodes

Ep. 1: Presenting It

Frames Scholarship as conversation

o Researchers don’t work in isolationo Researches often answer just pieces of more complex problemso There are often many valid perspectiveso No conversation is overo Many voices are silenced in this conversation

Information has Valueo There are laws governing information useo Access to information is a right of allo Lack of access creates opportunity gaps

Outcomes Apply the tenets of information literacy to specific tasks and

demonstrate the correct use of information in the resulting outcomes

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Season, Episode,

TopicImportant Skills, Frames, and Knowledge Lens

Ep. 2: Creating

What Doesn’t ExistKnowledge Lens

Embracing Imprecision Creating in Relationship

Ep. 3: Barriers

Knowledge Lens Integration and Learning

Outcomes Define information literacy and then describe the negative and positive

effects on individuals and society in general for both high and low levels of information literacy

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