After the completion of the course, teacher students are expected to :
1. Define and articulate effectively the need for information in a specific context.
2a. Select strategies to fulfill that information need.
2b. Select appropriate tools to find information.
3. Locate and select information effectively.
4a. Evaluate individual pieces of information.
4b. Evaluate and revise the overall information seeking process.
5. Ethical use and disseminate information.
6. Work collaboratively in the pursuit of common learning aims and share ideas in a brainstorming setting in order to enhance their critical thinking about information.
Course Content (Syllabus)
The IL course is:
-compulsory for all students (they are advised to attend it during their first year of study),
-offered in both academic semesters,
-with no final exams / fail-pass system with exercises,
-fully electronic (it is hosted to the University’s Library web-based course management system, so that each student can review the material with his/her time any time).
The IL course consists of 5 two-hour weekly workshops in a computer lab plus one-hour visit to the School of Education Library.
Students are divided alphabetically in groups of about 20-25 persons. Since its beginning in 2010-11, totally 1064 students attended the course, which means an average number of about 350 students/year
During the workshops, teacher students:
1. identify what information is needed for a specific purpose,
2. understand how the information is organized,
3. identify the best sources of information for a given need and locate these sources,
4. evaluate the sources critically,
5. share that information.
information literacy, digital sources, critical thinking, critical literacy, teacher education
Course Bibliography (Eudoxus)
Gleick, J., & Γραμμένος, Θ. (2011). Η πληροφορία: η ιστορία, η θεωρία, ο χείμαρρος (1η εκδ.). Αθήνα: Τραυλός.