Education Commons^™

Democratic Belonging As Informed Citizenry - Empowering Faculty To Empower Learners Via Information Literacy, Anna Santucci, Amanda K. Izenstark, Mary C. Macdonald

Public Services Faculty Presentations

Presentation at the AAC&U 2022 Annual Meeting as a Pre-Meeting Workshop.

Responsible citizens need the agility to navigate a changing information landscape. Intentionally designing learning experiences that integrate accessible Information Literacy (IL) skills for all students is a crucial step towards educational justice, a paramount responsibility in the democratic mission of our institutions. With this goal, the University of Rhode Island’s Office for the Advancement of Teaching and Learning has partnered with instruction librarians since 2018 in developing and facilitating a High Impact Teaching Seminar for faculty. Participants will learn about the seminar’s theoretical framework, impact and structure, engage in …

In Keeping With Academic Tradition: Copyright Ownership In Higher Education And Potential Implications For Open Education, Lindsey Gumb, William Cross

Library Faculty Publications

Most postsecondary institutions in the United States have a copyright and/or intellectual property (IP) ownership policy, outlining under various circumstances the ownership of copyright and IP generated by faculty, staff, and students (Patel, 1996). As awareness of open educational resources (OER) increases and both faculty and student creation of openly licensed materials builds momentum, a closer examination of copyright ownership policies and what legal and ethical implications they may have for open education is crucial. This study analyzed 109 copyright ownership policies at both public and independent two-year and four-year postsecondary institutions of higher education in the U.S. and surveyed …

Black Feminist Citational Praxis And Disciplinary Belonging, Bianca C. Williams

Publications and Research

What does a Black feminist citational practice look and feel like? This contribution to the #CiteBlackWomen colloquy focuses on two arguments: First, that Black feminist citational praxis is one of the major interventions Black women scholars contribute to the academy; and second, that anthropology’s neglect and erasure of Black feminist anthropologists relates to disciplinary (un)belonging. I explore how citation and “disciplinary belonging” influence hiring practices, doctoral training, intellectual genealogies, and what is valued as anthropological knowledge.