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Full-Text Articles in Education
Democratic Belonging As Informed Citizenry - Empowering Faculty To Empower Learners Via Information Literacy, Anna Santucci, Amanda K. Izenstark, Mary C. Macdonald
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 …
Book Review: The Digital Youth Network: Cultivating Digital Media Citizenship In Urban Communities, Patrick Johnson
Book Review: The Digital Youth Network: Cultivating Digital Media Citizenship In Urban Communities, Patrick Johnson
Journal of Media Literacy Education
No abstract provided.
The Rhode Map To Success: The Exploratory Student’S Guide To Choosing An Undergraduate Major, Kaitlin O'Hara
The Rhode Map To Success: The Exploratory Student’S Guide To Choosing An Undergraduate Major, Kaitlin O'Hara
Senior Honors Projects
Entering college without a major has become more prevalent over the past decade. Colleges and universities are opening their arms to the undecided, providing them with extensive resources and assistance to help direct them to a major and, ultimately, a career. The University of Rhode Island has admitted an increasing number of undeclared incoming freshmen over the past few years. This fall semester, approximately fifteen percent of freshman class did not declare a major prior to starting classes. This percentage of students represents a very special group at the University College. The undecided academic advisors at the University College developed …