An Instructional System foComputer And Information Literacy Jianping Zhang and Donald H.Cooley mputer Science Logan UT 84322-4205 Abstract college Fall 1996 This paper describes the development of a In addition,the deans of all colleges in the university have er nt for their colleges ntained modules uter Lahs the become university-wide Electronic Mail:Computer Basics:Operating System Providing the necessary traditional classroom Computer Networks and Information instruction for computer literacy for all students in the Svstems available.Other disadvantages of classroom instruction Introduction are have to ttend at a fixed time:2)the Computers pervade every aspect of our lives 3110h le cann Millions of people worldwide interact with computers students have no control on their learning pace.Our dent us computers to write tern papers solution to this problem is to develop interactive and pu plan a trip, comput department stores use computers for sales and in entor ed its ability to control. Docto numerous education and training functions effectively computers This paper describes an instructional system developed ead new and send me for teaching computer and inforamtion literacy are at the forefront and heart of nearly all technologies Course Content and Course Structure All of these and base The compu nputers.To retain control of our lives.we will need to nuter literac nd rstand computers and use them in a positive and developing multiple modules,it will be possible to have ingle or generic definiti of computer an hav By cho imately 40 million h mputer and information literacy to meet the needs of there are also many more Amer icans who are computer their majors.Some knowledge modules will be common The to all disc plines and hence w "12-00"in their clock window is an indication of this th Fack technological illiteracy.A recent report in Newstrack developed as a self-contained and self-paced learning stated that 36 h of the of the people who use entity. work uey are no compute 003 At Utah State University,the importance of Course Content computer literacy to a student's career is well recognized nol be . They are Access Computer An Instructional System forComputer And Information Literacy Jianping Zhang and Donald H. Cooley Department of Computer Science Utah State University Logan UT 84322-4205 Abstract This paper describes the development of a multimedia instructional system for computer and information literacy. This system consists of seven self￾contained modules: Public Access Computer Labs & Electronic Mail; Computer Basics; Operating System Basics; Computer Networks and Information Superhighway; Document Preparation; Data Visualization and Spreadsheets; and Library Information Systems. Introduction Computers pervade every aspect of our lives. Millions of people worldwide interact with computers. Students use computers to write term papers. Travel agents use computers to plan a trip, and reserve airline tickets and hotels for travelers. Warehouses and department stores use computers for sales and inventory control. Children use computers to play games. Doctors, hospitals, and medical researchers use computers for diagnosis and treatment. Individuals use computers to place orders, read news, and send messages. Computers are at the forefront and heart of nearly all technologies. All of these uses imply that most of us depend on computers either in our work and/or in our daily life. Throughout our lives, we will be inevitably affected by computers. To retain control of our lives, we will need to understand computers and use them in a positive and productive way. Government studies have shown that approximately 40 million Americans are functionally illiterate. Few would argue that in addition to this group, there are also many more Americans who are computer, information, and technology illiterate. The number of VCR’s in American homes which continually blink “12:00” in their clock window is an indication of this technological illiteracy. A recent report in Newstrack stated that 36% of the 90% of the people who use computers in their work feel they are not computer literate (Fox, 1993). At Utah State University, the importance of computer literacy to a student's career is well recognized. For this reason, computer literacy will no longer be viewed as a course requirement. Instead, it will be viewed as a college skill. Beginning Fall 1996, computer literacy will be required of all majors in the College of Science. In addition, the deans of all colleges in the university have endorsed this requirement for their colleges, and hence, the requirement should become university-wide in the near future. Providing the necessary traditional classroom instruction for computer literacy for all students in the University would be an enormous undertaking for the Computer Science Department. It would require a large number of qualified instructors who are not currently available. Other disadvantages of classroom instruction are: 1) students have to attend at a fixed time; 2) the needs of students with different backgrounds cannot be met; 3) lab experiments separate from lectures; 4) students have no control on their learning pace. Our solution to this problem is to develop interactive, computer-based instructional technologies to assist and empower instructors. Computer-based instructional technology has demonstrated its ability to carry out numerous education and training functions effectively. This paper describes an instructional system developed for teaching computer and inforamtion literacy. Course Content and Course Structure The computer and information literacy course is based on a set of core knowledge modules. These knowledge modules will define computer literacy. By developing multiple modules, it will be possible to have more than a single or generic definition of computer and information literacy. By choosing different knowledge modules, departments can tailor the definition of computer and information literacy to meet the needs of their majors. Some knowledge modules will be common to all disciplines and hence will give breadth. Other modules will be specific to a discipline and hence will give depth. Each of the knowledge modules will be developed as a self-contained and self-paced learning entity. This sections discusses the course content for core modules and the structure of a module. Course Content Currently, seven modules are under development. They are Public Access Computer Labs & Electronic