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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
I Just Need Two Credits: Looking At Motivation When Redesigning An Online Credit-Bearing Information Literacy Course, Jane Hammons, Hanna Primeau, Diana Ramey, Stacey Mckenna
I Just Need Two Credits: Looking At Motivation When Redesigning An Online Credit-Bearing Information Literacy Course, Jane Hammons, Hanna Primeau, Diana Ramey, Stacey Mckenna
Georgia International Conference on Information Literacy
Although a 2-credit hour information literacy course had high enrollment, with multiple sections offered each year across several campuses, course completion rates were not as high as hoped. Originally designed for freshman or sophomores, many upper-level students were enrolling in the course because they needed the credit hours, not because of interest in the course content, and overall engagement with the course material was low. With these concerns in mind, we undertook a team project to redesign the course. In this presentation, we will highlight the significant changes we made to course focus and content that were intended to increase …
Making Connections Between General Education Information Literacy Classes And Upper-Level Writing Courses: An Exploration Of Faculty And Student Perceptions, Lucinda Rush, D.E. Wittkower, Narketta Sparkman-Key
Making Connections Between General Education Information Literacy Classes And Upper-Level Writing Courses: An Exploration Of Faculty And Student Perceptions, Lucinda Rush, D.E. Wittkower, Narketta Sparkman-Key
Georgia International Conference on Information Literacy
This presentation will describe a collaborative project between University faculty and a librarian that connected faculty who teach general education information literacy courses to those who teach upper-level writing intensive courses. The project provided an opportunity for these faculty to participate in a focus group discussion to explore how the courses are aligned and how information literacy courses can support and prepare students for upper-level writing courses. Following the focus group discussion the presenters provided an opportunity for writing and information literacy faculty to take action on what they learned from each other by participating in an assignment redesign workshop. …