Teaching “Information Literacy” with the Intro- duction to Information Systems Course

Designers of the computer information systems introductory course, that is mandatory for all business school majors, face significant challenges and trade-offs. Specifically, three questions need to be addressed in any such course design efforts. How best to (1) incorporate the theoretical aspects of Information systems so non-CIS majors understand the implications of IS for their careers, (2) pack enough exposure to technology so that they get the marketable skills that employees are so desirous of and (3) provide the practical work in productivity technology (Microsoft office – spreadsheets and database) that are required by follow-on business school curricula. The end goal of any mandatory IS course for all business majors is to develop “information literacy”. In a business school curriculum, “Information literacy” emerges when a student can utilize their computer skills to effectively apply them to their major field of study to solve problems. This paper develops a model to measure the contribution of the above three components of an Introduction to IS course on the overall outcome of building “information literacy”. Using regression analysis of student surveys the paper finds that information literacy is positively influenced by practical assignments and studying the role of IS in organizations