Reality check

Abstract

N ever before had I asked a student to cite an emoticon. In traditional classroom instruction, it is unlikely that this would come up at all. However, in an asynchro nous course, you never know where an online threaded discussion on citation for mats will lead.As library educators, we have the oppor tunity to have an impact on a student's chances for success in locating and manag ing information. We must draw upon the stu dents' familiarity with new technologies and teach them how to effectively articulate their information need, identify appropriate re sources, evaluate what has been retrieved, and redirect their continued searching. The challenge that confronts us is compounded by the fact that many students enter the li brary only through a virtual door.In recognition of the shifting paradigm in volving information and new technologies, Purdue University's Electrical Engineering Technology (EET) program asked the Purdue Libraries to develop a credit course that would teach the students how to effectively locate, evaluate, and present inform ation. The course. Information Strategies, has been a required course in EET was designed and taught by the libraries' faculty since 1993. It has subsequently been adapted to other dis ciplines, as well.As evolution of new technologies contin ued, course instructors proposed the devel hav opment of an asynchronous version of this course to the Indiana Higher Education Tele e communications System (IHETS). The devel opment grant was awarded and the first Webbased version of this course was offered Spring 1999.The purpose of the IHETS course devel opment grant was to "enhance and convert [the Information Strategies course] to a digi tal format, which will allow asynchronous statewide access.'' In July 1998, the investi gators, Professors Sheila Curl, Leslie Reynolds, Brent Mai, and Alexius Smith, began adapt ing the traditional course for delivery over the Internet.