Social and Behavioral Sciences Commons^™

Developing Ethical, Responsible, And Reliable Information Producers, Trudi E. Jacobson

University Libraries Faculty Scholarship

The university course that I teach addresses information literacy and metaliteracy, derived from both the Association of College & Research Libraries Framework for Information Literacy for Higher Education and metaliteracy's roles (https://metaliteracy.org/ml-in-practice/metaliterate-learner-roles/) and learning domains, respectively. The course uses Wikipedia editing to bring home a number of important concepts and practices to students, These include the frames Information Has Value (in particular, we consider gender issues connected to Wikipedia editing and content), Searching as Strategic Exploration, and Information Creation as a Process. The metacognitive and affective learning domains are highlighted, and two metaliteracy themes, Engage with Intellectual Property …

Ithaka S+R: Supporting The Changing Practices Of Teaching In Business, Cara Cadena, Preethi Gorecki, Jon Jeffryes, Carol Sanchez

Scholarly Papers and Articles

In the Fall of 2018, Grand Valley State University (GVSU) joined twelve other institutions to participate in an Ithaka S+R study to understand the pedagogical support needs of business school faculty. Each participating institution served as a research site with a local team of researchers. This report will outline the methodology, findings, and recommendations for instructional faculty, librarians, and administrators.

Collaborating On Flipped Library Sessions: 8 Best Practices For Faculty & Librarians, Nicole R. Webber, Stephanie Wiegand

University Libraries Faculty Publications

Library instruction varies in format but often manifests in the librarian teaching a single, isolated class session—what librarians refer to as a “one-shot.” Many challenges accompany this traditional format, including time-constraints, disengaged audiences, and little understanding on the part of the student as to how the library instruction integrates with course content. Flipped Learning methods can help counter these challenges even when the overall course is not based on a flipped model. They liberate librarians and faculty from the one-shot model and expand opportunities for library instruction to occur at multiple times in a course, to be delivered virtually or …

Fogler Library: Build A Brand That Gets You Hired, Anne Marie Engelsen, Nick Mitchell

UMaine Video

Fogler Library and Dr. Nick Mitchell from Clarivate Analytics present a series of discussions focused on scholarly communication, bibliometrics, publishing, and more for faculty and graduate students. The following topics are covered:

Session #1 - Make it easy for a stranger to find your research publications
Session #2 - What metrics do hiring and promotion committees use to gauge “scholarship quality”?
Session #3 - Where and what should I publish to grow my research brand?

About the Presenter Nick Mitchell, PhD. is a Solutions Consultant for Clarivate Analytics, the world’s foremost provider of research information and analytics. Prior to joining …

Information Literacy In The Phonology Classroom, Jonathan Howell, Catherine Baird

Jonathan Howell

Developing Metaliterate Citizens: Designing And Delivering Enhanced Global Learning Opportunities, Trudi E. Jacobson, Thomas P. Mackey, Kelsey L. O'Brien

University Libraries Faculty Scholarship

Metaliteracy, originally developed in 2010 as a response to a then-limited conception of information literacy, provides a pedagogical model for thinking and knowing in a social media age that has allowed for the proliferation of false and misleading information. It is vital that individuals be thoughtful and critical consumers of information, and also responsible and ethical information creators and sharers. Metaliterate learners are developed across academic disciplines through teaching and learning that support self-direction, collaboration, participation, and metacognitive thinking. The creation of innovative, collaborative, and open online learning environments that apply the metaliteracy goals and learning objectives is imperative for …

How Students Information Literacy Skills Change Over Time: A Longitudinal Study, Veronica Wells

Veronica Wells

How do students’ information literacy skills change over the course of their undergraduate education? We assume or at least hope they will improve. But do they? And if so, by how much? At the University of the Pacific, we are using the SAILS (Standardized Assessment of Information Literacy Skills) Test to assess undergraduate students’ information literacy skills and to see how they have changed over time. The SAILS Test is a multiple-choice test that has been used by more than 200 universities across the world. According to their website, the SAILS Test can “determine how well your students can navigate …

Lessons In Diversity And Bias, Grace Haynes, Angela Pratesi, Veronica Wells

Veronica Wells

There is an urgent need for social justice. This need expands far beyond the walls of an information literacy classroom, but there is important work that can be done in these spaces. Lessons designed to stimulate student’s critical thinking about their personal assumptions and latent biases by using different kinds of information sources is one way music and instruction librarians can advance equity and inclusion through teaching. In this active-learning session, attendees will participate in several condensed lessons designed to challenge their worldview in order to facilitate the uncovering of unknown biases. At the same time, they will learn pedagogical …

How Students Information Literacy Skills Change Over Time: A Longitudinal Study, Veronica Wells

University Libraries Librarian and Staff Presentations

How do students’ information literacy skills change over the course of their undergraduate education? We assume or at least hope they will improve. But do they? And if so, by how much? At the University of the Pacific, we are using the SAILS (Standardized Assessment of Information Literacy Skills) Test to assess undergraduate students’ information literacy skills and to see how they have changed over time. The SAILS Test is a multiple-choice test that has been used by more than 200 universities across the world. According to their website, the SAILS Test can “determine how well your students can navigate …

Lessons In Diversity And Bias, Grace Haynes, Angela Pratesi, Veronica Wells

University Libraries Librarian and Staff Presentations

There is an urgent need for social justice. This need expands far beyond the walls of an information literacy classroom, but there is important work that can be done in these spaces. Lessons designed to stimulate student’s critical thinking about their personal assumptions and latent biases by using different kinds of information sources is one way music and instruction librarians can advance equity and inclusion through teaching. In this active-learning session, attendees will participate in several condensed lessons designed to challenge their worldview in order to facilitate the uncovering of unknown biases. At the same time, they will learn pedagogical …

Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

The Sociological And Humanistic Problem Of ‘Fake News,’ As It Applies To All Subjects, Including Scientific Research And Theories In The Public Sphere, Andrée Rathemacher, Amanda Izenstark

Technical Services Faculty Presentations

The main file available here contains the notes taken by student note-taker Kaleigh Miech during the Café Salon Discussion “The Sociological and Humanistic Problem of ‘Fake News,’ As It Applies to All Subjects, Including Scientific Research and Theories in the Public Sphere.” The discussion took place on January 17, 2019 as part of the University of Rhode Island 11th Annual Academic Summit. It was facilitated by Profs. Andrée Rathemacher and Amanda Izenstark.

Supplemental files include:

• An opening introduction prepared by the facilitators
• The official 11th Annual Academic Summit Program
• Café Salon Facilitator Guide

Open Educational Practices And Reflective Dialogue: The Role Of The Framework For Information Literacy, Craig Gibson, Trudi E. Jacobson

University Libraries Faculty Scholarship

No abstract provided.

Introduction To The Ignatian Pedagogical Paradigm: An Online Course For Librarians, Eric Kowalik, Leatha Miles-Edmonson, Vicki Rosen

Jesuit Higher Education: A Journal

This article discusses the development and delivery of a three-week asynchronous online course on Jesuit history, education, and the Ignatian Pedagogical Paradigm (IPP) for librarians working in Association of Jesuit Colleges and University (AJCU) institutions. Created by two instruction librarians and one instructional designer from a pair of AJCU institutions, the course explores incorporating the IPP -- a contemplative learning model -- into a one-shot, single class library instruction session. Included is a practical description of the development, revision, marketing, and success of the online course, along with a list of the class contents. Over three course offerings in 2017 …

First-Generation Students’ Information Literacy In Everyday Contexts, Darren Ilett

University Libraries Faculty Publications

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at …

The Information Literacy Continuum: Mapping The Acrl Framework To The Aasl School Library Standards, Elizabeth Burns, Melissa Gross, Don Latham

STEMPS Faculty Publications

The Association for College and Research Libraries (ACRL) and the American Association for School Libraries (AASL), two major divisions of the American Library Association (ALA), both recently released new guidelines. These documents form the basis for information literacy and library skills instruction for PK-20 education. In this study, we explored the alignment between these documents to identify the continuum of knowledge and skill expectations as well as the dispositional attributes toward information literacy that learners are presented. Our findings identified where the content of the ACRL Framework and AASL Standards Framework for Learners documents is strongly aligned as well as …