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IS10050

Academic Year 2026/2027

Digital Information Literacy (IS10050)

Subject:
Information Studies
College:
Social Sciences & Law
School:
Information & Comms Studies
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Dr Claire McGuinness
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

In today’s world, the rapid evolution of digital media, the internet, social networking and artificial intelligence brings constant change. Developments in information and communications technologies radically shape and reshape the ways in which we work, socialise, learn, communicate, spend our leisure time, and manage our daily lives, although the effects are not the same for all people across the globe. Socio-cultural, political, educational, infrastructural, and economic inequalities, which amplify the "digital divide," mean that the benefits and advantages of digital technologies are not equally shared by all. The changes in our information landscapes also alter our understanding of “literacy”, as information is presented in new and dynamic formats, which require novel forms of consumption and interpretation. What, therefore, does it mean to be “literate” in the 21st century? How can we effectively navigate this evolving media landscape and discern if the information we encounter can be believed and trusted?

An important skill today is the ability to identify high quality and trustworthy digital information that serves our needs in different contexts. Seismic global and geopolitical events regularly demonstrate the critical importance of distinguishing true from false information. However, the knowledge and skills required to find and evaluate information that we consume online through search engines, websites, apps and AI tools are not innate – they must be learned and practiced. In this module, you will develop important digital information literacy skills to empower you to effectively identify, access, evaluate, use, create and share trustworthy information in personal, professional, social, and academic contexts. We will also consider the ways in which digital and social media are transforming the world, through exploring topical issues such as “fake news,” algorithms and search personalisation, online privacy, digital footprints, and artificial intelligence, in order to understand the potential consequences of your online activities.

About this Module

Learning Outcomes:

On completion of this module, you will be able to:

1. Describe how digital technologies have transformed the ways in which information is created, modified, shared and consumed, and explain the effects of these transformations on people, societies and cultures.

2. Discuss the different conceptions of “literacy” in today’s digital information landscape, such as information, digital and media literacy, and reflect on how you demonstrate different aspects of literacy in your own life.

3. Explain the importance of context when evaluating information in different media formats and know that there are different ways of perceiving “authority” and “value” when judging information quality and relevance.

4. Analyse how your online information behaviours, choices, preferences and interactions on various digital platforms, search engines, websites, wearables and apps work to shape and personalise your individual experience of the Internet and social media and discuss the consequences of this for individuals and societies.

5. Work independently on assigned projects and tasks, using a variety of online tools and information sources to support your work.

6. Display enhanced digital information literacy skills, including information seeking, evaluation, analysis, synthesis, creation and sharing in various media formats, and apply these skills to real-world problems and tasks.

Indicative Module Content:

The weekly topics covered in IS10050 include:

-Conceptualising Literacy in the 21st Century.
-The Importance of Digital, Information, and Media Literacy.
-Digital Information Consumers - Global and Behavioural Perspectives.
-The Impact of Digitisation on Information Production and Consumption.
-The Age of Uncertainty - Fake News and AI.
-Evaluating Digital Information - Frameworks and Tools.
-Understanding Search Engines in the AI Era.
-Critical Approaches to Digital Academic Information.
-Cybercrime and Self-Protection Online.
-Understanding Digital Footprints.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Novice

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 1

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Reduce inequality within and among countries 1

Ensure sustainable consumption and production patterns 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

21
Specified Learning Activities

48
Autonomous Student Learning

48
Online Learning

8
Total

125

Approaches to Teaching and Learning:
For 2026-2027, module delivery is as follows

- Two on-campus lectures per week (21 class sessions in total, excluding reading week and the end of trimester quiz date).
- Eight online e-assignments (e-tutorials and quizzes) completed independently in selected weeks.
- Various independent learning activities, including reading, viewing videos, reviewing class materials, and completing individual assignment work.

Full details, including a weekly schedule of learning activities are available in the module syllabus on Brightspace.

Generative AI in IS10050

In line with the new UCD Academic Integrity Policy, some limited use of Generative AI tools, such as ChatGPT and Google Gemini, for your Digital Resource Guide project is permitted in this module. However, if you choose to use it (you don’t have to), you should ensure that you stick closely to the guidelines below.

For the IS10050 individual project, it is only acceptable to use AI to:

• Generate initial ideas for your digital resource guide.
• Generate information and suggestions about the potential audience for your guide, and what their information needs might be.
• Generate suggestions about an appropriate structure and layout for the guide.
• Seek assistance with regard to the appropriate tone and style for the guide.

It is not acceptable to use ChatGPT or other GenAI tools to generate references for your guide – these tools are very unreliable for this, and have been known to frequently make up or “hallucinate” fake references in response to prompts. Please see the module syllabus and individual assignment instructions for full details about GenAI use.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Students complete an individual written project, comprising a Digital Resource Guide on a subject of their choice. Week 10 Standard conversion grade scale 40% No
80
 No
Quizzes/Short Exercises: Students take a timed online quiz in Brightspace. Week 12 Alternative linear conversion grade scale 40% No
10
 No
Quizzes/Short Exercises: Students complete a series of eight online tutorials during the trimester. Week 2, Week 4, Week 5, Week 6, Week 7, Week 8, Week 10, Week 11 Alternative linear conversion grade scale 40% No
10
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Online automated feedback

How will my Feedback be Delivered?

For the online quiz and online tutorial components of the module, students receive feedback/results immediately in Brightspace. For the individual assessment, each student receives a detailed feedback form with a rubric comprising individually graded components, constructive comments, and an overall letter grade. Feedback forms are uploaded to Brightspace, and letter grades entered. Students should receive an automatic notification from Brightspace when grades are published.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 13:00 - 13:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 10:00 - 10:50
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