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Enhancing Information Literacy in Spanish Business - Prof. Elizabeth Combier, Study Guides, Projects, Research of International Business

University of North Georgia (UNG)International Business
Prof. Elizabeth Combier

A proposal for a spanish business course, span 3210, aimed at enhancing students' information literacy skills. The project involves students conducting research and making oral presentations using various types of resources, from on-line translators to scholarly articles and personal interviews. The learning outcomes address the five information literacy outcomes, and assessment methods include pre- and post-tests, peer evaluations, and class discussions.

Typology: Study Guides, Projects, Research

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Uploaded on 08/04/2009

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Leaders in Information Literacy Grants Program
Application
2008-2009 Academic Year
Proposals for Fall 2008 are due October 6, 2008.
Please complete the following information and submit it either by email or regular mail to:
QEP Steering Committee
Dr. Marina Slemmons & Dr. Ross Alexander
mslemmons@ngcsu.edu or rcalexander@ngcsu.edu
Room 368, Library and Technology Center
North Georgia College & State University
Dahlonega, GA 30597
This is a Word form and you can type only in the gray boxes. The box will expand to fit
what you type. You can cut and paste into the gray box from another document if you wish.
Only applications submitted in this format will be considered.
Name: Dr. Elizabeth Combier
Date: 10/8/08
Department: Modern Languages
Telephone: 2811 Fax:
Email address: egcombier@ngcsu.edu
Title of Project: Competencia Informativa en el comercio español (SPAN 3210)
Please address the following criteria. Your replies should be complete, yet succinct. Please
limit your response to approximately 500 words total.
1. Briefly describe your information literacy project – including how student learning will be
enhanced. Include information on which group(s) of students your project will benefit. Include
an approximate budget and examples of materials, texts, assignments, and other elements of the
project.
This course will require students to research and make oral presentations on 4 different types of
information using very different types of resources: on-line translators, reference texts, popular
journalism, commercial internet sites, critical scholarship, personal interview, television, radio,
magazine ads. 1. In a personal essay, they will compare and contrast written proficiency by
using an on-line translator, thesaurus and dictionary from English to Spanish to English. They
will also seek examples of translation errors locally on signs, in newspapers and pamphlets.
2. They will consult newspapers and magazines for an article on Hispanic businesses in the U.S.,
and then seek scholarly data to support that article. 3. They will write an essay on cultural
marketing by using television commercials, radio, internet and magazine ads to compare and
contrast cultural appeal in selling two items in both the U.S. and a Hispanic country. 4. Students
working in groups of two or three will seek two scholarly business articles and collectively
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Download Enhancing Information Literacy in Spanish Business - Prof. Elizabeth Combier and more Study Guides, Projects, Research International Business in PDF only on Docsity!

Leaders in Information Literacy Grants Program

Application

2008-2009 Academic Year

Proposals for Fall 2008 are due October 6, 2008.

Please complete the following information and submit it either by email or regular mail to: QEP Steering Committee Dr. Marina Slemmons & Dr. Ross Alexander mslemmons@ngcsu.edu or rcalexander@ngcsu.edu Room 368, Library and Technology Center North Georgia College & State University Dahlonega, GA 30597

This is a Word form and you can type only in the gray boxes. The box will expand to fit what you type. You can cut and paste into the gray box from another document if you wish. Only applications submitted in this format will be considered.

Name: Dr. Elizabeth Combier Date: 10/8/

Department: Modern Languages Telephone: 2811 Fax:

Email address: egcombier@ngcsu.edu

Title of Project: Competencia Informativa en el comercio español (SPAN 3210)

Please address the following criteria. Your replies should be complete, yet succinct. Please limit your response to approximately 500 words total.

  1. Briefly describe your information literacy project – including how student learning will be enhanced. Include information on which group(s) of students your project will benefit. Include an approximate budget and examples of materials, texts, assignments, and other elements of the project. This course will require students to research and make oral presentations on 4 different types of information using very different types of resources: on-line translators, reference texts, popular journalism, commercial internet sites, critical scholarship, personal interview, television, radio, magazine ads. 1. In a personal essay, they will compare and contrast written proficiency by using an on-line translator, thesaurus and dictionary from English to Spanish to English. They will also seek examples of translation errors locally on signs, in newspapers and pamphlets.
  2. They will consult newspapers and magazines for an article on Hispanic businesses in the U.S., and then seek scholarly data to support that article. 3. They will write an essay on cultural marketing by using television commercials, radio, internet and magazine ads to compare and contrast cultural appeal in selling two items in both the U.S. and a Hispanic country. 4. Students working in groups of two or three will seek two scholarly business articles and collectively

interview one Spanish-speaking professional about cultural differences within the business context and present those to the class theatrically.

2_. List the student learning outcomes and describe how the five Information Literacy Outcomes will be addressed._

  1. Students will determine the nature of the information needed: students will learn to use a variety of format of information resources and recognize that the inherent value of each can vary greatly. 2. The student will access the information effectively and efficiently: students will have a workshop in the library with Betsy Whitley to learn how to consolidate a search specifically within Spanish resources, to email articles on-line and to group the articles and to list the bibliography in RefWorks to save time. 3. The student will evaluate information critically and incorporate it into their presentations: students will learn to recognize the difference between popular and critical journalism by writing and using both. 4. The student will use resources to produce a critical essay: students will analyze two scholarly articles and an interview to produce a theatrically-based lesson to peers. 5. The student will understand the importance of using information ethically and legally: students will learn to cite a variety of sources in different presentations and attend the plagiarism panel in the spring to learn about the different types and consequences; students will also research sites on plagiarism in Spanish.
  2. How will you assess the effectiveness of your project? Some detail about assessment methods or tools is desirable. I plan to give a pre-test and post-test to evaluate student information literacy of each of the above outcomes asking very specific comprehension questions. Also, this project requires class discussion of each oral presentation in small groups. Peers will evaluate and critically analyze the success of sources used. The final presentation will request students to analyze the effectiveness of this information literacy from the business perspective. 4. Discuss briefly how information literacy complements your personal teaching philosophy. Information literacy is integral to any type of research paper in any language. This approach heightens student sensitivity to making intentional choices, rather than taking the first few hits on Google. Focusing on what information is available and how to access it is a step that is not articulated in prior Spanish courses. The research skills students develop in English composition classes must be applied to upper-level Spanish literature, culture and business courses. This upper-level Spanish business course will strengthen the analytical skills of our majors and minors in regards to choosing critical resources; that skill is necessary for their future professional careers.
  3. Indicate how you will use the award to support your project or to further your professional development, or both. I would like to invest in some videos and texts that illustrate cultural differences as a supplementary resource for future Spanish business courses. I would also like to set up site visits to various businesses for this class (similar to what our School of Business does with their students) to broaden student understanding. I also intend to invite Hispanic business professionals to present guest lectures to the class. It is possible that this course may create their own commercials an print ads in Spanish; that will perhaps require the purchase of a small camera as well as investing in funds for the Print Shop.