Education Commons^™

Student Athletes’ Perception Of Sexual Harassment, Lynn Hunt Long, Regina Rahimi, Delores D. Liston

Department of Curriculum, Foundations, & Reading Faculty Publications

Purpose: This qualitative study examined the perceptions of student athletes regarding sexual harassment and other forms of gendered harassment (homophobic bullying) as well as knowledge of and/or experiences with harassment in high school and university settings, primarily in athletic school culture.

Methodology: Semi-structured interviews were conducted with twenty-seven former high school athletes/active university athletes. The data were analyzed regarding theme and their relationship to the reviewed literature.

Findings: Findings indicate that the athletic culture poses particular issues pertaining to the vulnerabilities and persistence of sexual bullying and harassment.

Discussion: Educators, coaches, and administrators must understand harassment, work to establish and …

Researching My Role For Myself: Reacting To The Past And Information Literacy, Caroline Hopkinson Ms., Allison Belzer

Georgia International Conference on Information Literacy

In Minds on Fire: How Role-Immersion Games Transform College (Harvard UP, 2014) Mark Carnes argues that curricula such as “Reacting to the Past” engages students in subversive play in order to succeed in instilling concepts that have proved difficult to teach by other methods: critical thinking, empathy, leadership, a realistic view of history, and ultimately a better understanding of themselves. Such experiences, we have found, also foster inquiry and strategic thinking, core concepts of ACRL’s framework for information literacy.

Participants will experience an abbreviated “game day” session from the Reacting to the Past curriculum, to illustrate how the role playing …

Accessibility For All: New Laws And Strategies For Diverse Learners, Melissa Whitesell, Andrea Roberson Ms.

Georgia International Conference on Information Literacy

The number of students with disabilities in the United States is steadily increasing. According to the National Center for Education Statistics, in 2012, 11.3 percent of undergraduates reported some type of disability. The laws under Section 508 of the Rehabilitation Act regarding electronic and information technology (EIT) dictate changes that institutions must make to ensure accessibility for these students and the public at large.

All individuals, including those with disabilities, must have the tools for a world-class education offering them opportunities for success as a student and in the workplace. Due to rapid changes in information technology, this presents challenges …

International Students And The Ase Research Process: A Language Acquisition Approach To Research, Kimberly Willson-St. Clair

Georgia International Conference on Information Literacy

The ASE research model, Analyze, Search, Evaluate, developed by Don Latham and Melissa Gross with IMLS funding for teaching community college students remedial information literacy and research skills works remarkably well with international students studying English. The ASE research model can be incorporated into LibGuides and used to structure library classroom instruction especially in regards to vocabulary building within the disciplines. In this presentation, I will demonstrate how this process works toward discovering new language. The Intensive English Language Program (IELP) at Portland State University is the oldest English immersion program for higher education in the Pacific Northwest. As the …

“All About That Bass”: Source Evaluation For Music Performance Students, Elizabeth J. Weisbrod, Karen Garrison

Georgia International Conference on Information Literacy

The information literacy needs of music students include not only the written word, but also scores and recordings. Music students need to be able to evaluate music sources in the same way an English composition student would evaluate written sources for a paper. What makes an edition of a musical score authoritative? What makes a recording reliable? Information literacy for music students involves learning to use scores, recordings, and musical research to better prepare their performances. Helping students develop the tools to evaluate musical editions and recordings assists the student in becoming a better overall musician and performer.

Using the …

Librarianship After Detours: The Path Of Second Career Librarians, Carrie Moran, Erica England, Jenna Settles

Georgia International Conference on Information Literacy

Librarianship is often a second career path, and librarians typically have varied academic backgrounds. A librarian’s academic and professional career prior to librarianship can impact and inform one’s library career, particularly outreach and instruction activities related to information literacy.

This panel will feature three librarians who will discuss how their diverse backgrounds have impacted the way they work with students within and outside of the classroom. Two of the librarians are from public research universities, and one represents a large two year college system. Their academic backgrounds include degrees in Psychology, English, and Business, while their professional backgrounds include crisis …

High School To College Transition Initiatives: Making It A Reality, Denise Woetzel, Anita B. Tarbox

Georgia International Conference on Information Literacy

The challenge continues for both secondary and post-secondary institutions to help high school students successfully transition to college. High school and college librarians share common goals with teaching faculty in helping students succeed and include improving college students’ first-year experience as well as fostering lifelong learning. One step towards bridging this gap is for librarians to work together with their constituencies in improving students’ information literacy skills. Historically, librarians at Reynolds Community College in Richmond, VA have collaborated with high school librarians and teachers in the Richmond area on an ad hoc basis upon request. Most recently, Reynolds librarians have …

Seismic Shifts: The Framework For Information Literacy As An Integrating Force, Sharon Mader

Georgia International Conference on Information Literacy

Sharon Mader, Ed.D. is the ACRL Visiting Program Officer for Information Literacy, whose primary responsibility is to spearhead the launch and implementation of the ACRL Framework for Information Literacy for Higher Education. Dr. Mader retired at the end of January 2015 after fifteen years as Dean of Library Services at the University of New Orleans. She has worked at a variety of public and private academic institutions, including University of Illinois Health Sciences, Lake Forest College, DePaul University, and University of Memphis. Her teaching background includes service as a Peace Corps Volunteer in Tunisia and being a founding faculty member …

Go Research! Building An Information Literacy Tool That Bridges The Gap, Julie Ladell-Thomas, Jennifer J. Rundels

Georgia International Conference on Information Literacy

With the increase in online learning, identifying new ways to develop the information literacy skills of distance learners is paramount. Developing a research question, selecting resources, searching databases, refining search results, getting full text, and citing sources in the online environment can be especially challenging for nontraditional learners who may not have the same digital know-how as traditional students or digital natives. Global Campus librarians at Central Michigan University (CMU) travel to CMU’s remote centers to provide information literacy instruction for core research courses. But how do they reach everyone, including students taking classes online? Because distance students are typically …

The Core 4 Assessment Test Bank: One Stop Shopping For Information Literacy Assessment!, Rachel Cooke, Jenna Enomoto, Kim Reycraft, Steve Rokusek, Heather Snapp

Georgia International Conference on Information Literacy

In Fall 2013, academic librarians at Florida Gulf Coast University (FGCU) set out to develop their own instructional assessment test bank to evaluate library program effectiveness, improve the student learning experience and determine if library services were effectively developing information literacy skills in learners. Using the Information Literacy Competency Standards for Higher Education (2000) adopted by ACRL in conjunction with their own information literacy plan, they focused on four critical competency areas: information access points, search tool selection, library website utilization, and classification schemes.

This panel presentation provides an overview of the challenges and successes they experienced in creating and …

Partnering With Teaching Faculty To Incorporate The Framework For Information Literacy For Higher Education, Tami Robinson

Georgia International Conference on Information Literacy

Whitworth University Library developed Library Instruction/ Information Literacy Objectives based on the ACRL Information Literacy Competency Standards for Higher Education that we have been using for the past decade. Endorsed, in 2008 by the Library & Information Resources Committee, comprised of teaching faculty, these objectives are aimed at specific learning outcomes for the First Year Seminar, writing composition, and discipline specific courses. The progression of information literacy skills reflected in these objectives begins at the basic introductory level, then moves on to basic research skills, and finally to complex discipline specific research skills. Faculty buy-in has been sporadic and uneven …

Rebooting A Technical Writing Course: Control Instructional Design, Alt Information Literacy, And Delete Non-Collaboration, Kelly Diamond, Gregg Thumm

Georgia International Conference on Information Literacy

Members of this panel, an instructional design librarian and a teaching faculty member, began collaborating in summer 2014 to revise and redesign English 305: Scientific and Technical Writing; the faculty instructor wanted to improve this course by redesigning it based on instructional design principles, but also to include more information literacy instruction into this online course.

This panel will discuss faculty’s perceived problems with the initial version of the class, including lack of student participation and poor choices of research materials for assignments. We will discuss how we tried to eliminate those deficiencies through instructional design and redesigning authentic assignments …

Assessing The Effectiveness Of A Pre-Class Intervention In Establishing An Information Literacy Baseline, Adelia B. Grabowsky

Georgia International Conference on Information Literacy

It is expected that undergraduates entering a BSN clinical program as juniors will possess basic information literacy skills. The reality is that skills vary widely, complicating efforts to provide more advanced, discipline-specific instruction. The purpose of this study is to evaluate the effectiveness of a pre-class intervention intended to establish an information literacy baseline in newly admitted nursing students. Setting/Participants: Nursing students in the first clinical semester of a BSN program at a large, southeastern, research university. Intervention: Before attending a library instruction class, students watch a short video and complete a worksheet which they bring to class. Outcome Measures: …

Frameworks, Standards, And Benchmarks, Oh My!, Adrienne Harmer, Patti Lee

Georgia International Conference on Information Literacy

Are you wondering how to adapt the old standards to the new framework? We were too, but we think we’ve found a way. We deconstructed all the information literacy competencies, arranged the threshold concepts according to Bloom’s taxonomy within each frame (in order to scaffold learning from lower to higher order thinking), then mapped the big ideas and the related skills and abilities across four levels of proficiency in order to construct our own institutional benchmarks. Wanna know how we did it? Come find out! We will discuss our process and how we use our living document as the foundation …

Using Technology As A Hook For Information Literacy In The Digital Age: Go Tech, Rebecca B. Engsberg

Georgia International Conference on Information Literacy

Under the category of “DEFINING INFORMATION LITERACY in a digital age,” I will share with conference attendees some ways of using technology as a hook to snare student interest and involvement with information literacy outreach efforts. This also includes incorporating technology into actual information literacy instruction.

As the Liaison Librarian for the English Language Institute (ELI)—an intensive English language program for international students who are preparing to begin undergraduate or graduate studies in the US—I teach students about library services and how to use the library.

Since there is no longer a designated ELI class where instructors regularly bring their …

Exploring And Preventing Accidental Plagiarism In A Digital Age, Amy Y. Sexton

Georgia International Conference on Information Literacy

In our online only college writing center, we often hear from students that they are not sure that they need citation or references in their papers because they did not use any research but instead only looked at a few web sites. Students sometimes present with plagiarism issues in their writing and attest that they did not borrow any outside wording when a quick Internet search confirms that they did, in fact, use text verbatim without directly quoting the words. These scenarios and others seem to be instances of accidental plagiarism, and helping students work through them raises the following …

Outside The Box: An Information Literacy Course Web2.0 Project, Ru Story Huffman

Georgia International Conference on Information Literacy

Outside The Box: An Information Literacy Course Web2.0 Project

At Georgia Southwestern State University, “Foundations of Information Literacy” is an Area B course to fulfill core requirements. The one hour course is theoretical and practical in content and offers students information beyond the “traditional” information literacy course descriptions. A theme of the course is the impact of information on the life of the college student. For the final project, students are required to use a Web2.0 tool to illustrate how information influences their everyday life. Discussions include how information is obtained, used, disseminated, and evaluated. Students develop the presentation and …

Operation Library Enlightenment: Library Instruction For Rotc Cadets, Bridget S. Farrell

Georgia International Conference on Information Literacy

Military intelligence, the process of gathering and evaluating information, parallels skills often taught in the library instruction classroom. Inspired by this connection, two librarians worked with an ROTC instructor to create a library orientation tailored to the interests and learning styles of Army ROTC Cadets that encouraged them to find and evaluate information about the library.

Before and during the class session, care was taken to model the structure of the session as if it was a mission the cadets were trying to execute. The ROTC instructor created an “Operations Order” (OPORD) that laid out the plan for the session …

Designing An Upper-Level Research Course In An Online Environment, Susan N. Moore, Janet Ward, Lizah Ismail

Georgia International Conference on Information Literacy

The workshop focuses on ideas for developing an online course to provide proper knowledge of research strategies appropriate for a 3-credit hour course. During the workshop, the course development process will be shared, and there will be time for participants to brainstorm ways to deliver instruction online through various assignments and research activities so that students gain an understanding of advanced library research, critical thinking, and evaluating skills.

The presenters developed Academic Research, a 300-level course specifically for online students. The course has been so popular it has been designated as a required course for graduation in the fields of …

Revitalize Your Research Instruction!: Applying The Engaging Constructivist Framework In The Library Instruction Classroom, Paul J. Vermette, Melissa Langridge, Kayla Jaehn

Georgia International Conference on Information Literacy

In a workshop filled with collaboration, reflection, activity, and discussion the presenters will explore Dr. Paul Vermette’s (2009) ENGAGING framework to make meaningful classroom experiences. Whether you teach face-to-face, online, or develop online tutorials, this workshop will help you hone your teaching skills and prepare you for your instructional needs. By exploring evidence-based practices that maximize student learning, participants will leave the session with teaching strategies to incorporate into library instruction and a framework for designing future sessions. Help your students have more fun, learn more and maybe even change their perceptions about what information literacy instruction can accomplish.

Outline …

The Instructional Consultation: A Model For Fostering Teaching Partnerships Beyond The One-Shot, Andrea Baer

Georgia International Conference on Information Literacy

Many librarians currently engage in instructional consulting as a means for supporting information literacy integration (e.g. instruction request, reference desk interactions, faculty workshops) and report significant success with this approach. In light of the traditional service model of librarianship, however, playing a consulting role can feel uncomfortable and often raises concerns about potentially overstepping territorial lines. In this interactive workshop, participants will discuss the concept of an “equal partners” consulting approach and their related experiences; will explore questions, concerns, challenges, and successes related to implementing instructional consulting; and will develop concrete strategies for engaging in instructional consulting in their specific …

Quantitative Reasoning: Interdisciplinary Stem 21st Century Reasoning Modality, Robert L. Mayes

Teaching and Learning Faculty Presentations

The Next Generation Science Standards (NGSS 2013) and the Common Core State Standards for Mathematics (NGA 2010) call for improving scientific, engineering, and mathematical practices. Among the practices called for are model-based reasoning which engages students in developing and using models, analyzing and interpreting data, and using mathematics and computational thinking. Fundamental to these processes is quantitative reasoning (QR), which for this project is defined as:

Quantitative reasoning is mathematics and statistics applied in real-life, authentic situations that impact an individual’s life as a constructive, concerned, and reflective citizen (Mayes et al. 2014b).

In the NSF project, Culturally Relevant Ecology, …

Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, Robert L. Mayes Dr., Kent Allan Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa C. Watson, Franziska Peterson

Department of Curriculum, Foundations, & Reading Faculty Publications

Original work is hosted at USF Libraries Scholar Commons publisher of Numeracy, the electronic journal of the National Numeracy Network (NNN).

Abstract : The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression, with associated QR assessments in the content areas of biodiversity, water, and carbon, was developed based on three QR progress variables: quantification act, quantitative interpretation, and quantitative modeling. Diagnostic instruments were developed specifically for the progress variable quantitative interpretation (QI), each consisting of 96 Likert-scale items. Each content version of …

Teacher Perceptions Of The Common Core Performance Standards, Sandra Cochrane, Joshua A. Cuevas

Georgia Educational Researcher

The Common Core State Standards were implemented in the state of Georgia in the 2012/2013 school year replacing NCLB. Previous studies indicated that teachers and administrators viewed NCLB negatively, and the purpose of this study was to gauge teachers' perceptions of the new standards after they had been in effect for one and a half years. Findings revealed that while teachers did see some improvements with CCGPS, such as preparing students for college and/or a job and increasing creative and critical thinking skills, they did not feel that CCGPS would improve student achievement or raise standardized test scores. Teacher morale …

2012 Georgia Scholarship Of Stem Teaching And Learning Conference Program, Georgia Scholarship Of Stem Teaching And Learning Conference

Interdisciplinary STEM Teaching & Learning Conference (2012-2019)

Conference Program

Characteristics Of Successful Nursing Students, Sergey G. Pugachov, David Maxwell, Jacob Youmans, Kurt Wahnschaff

Phi Kappa Phi Research Symposium (2012-2016)

In an attempt to look into ways to reduce attrition rates in nursing programs, we did a study to look into what non-academic factors can be looked at in addition to the current standard admission data. The research question of interest was “What non-academic characteristics of students can lead to best chance of success in nursing school?” Our sample included 115 students at Georgia Southern University School of Nursing, who have already completed at least one semester of nursing school. Instrument of collection was an IRB approved 20-item self-reported questionnaire with anonymous and passive content. Data was analyzed using SPSS …

The Benefit Of Field Trips, Michaela D. Kennedy

Honors College Theses

Episodic memory is commonly described as a person’s unique recall of a specific event (Joordens, 2012, p. 105). Episodic memories can be triggered from senses such as sights and smells. People have been known to have detailed episodic memories, allowing them to remember extremely specific details from witnessed or experienced episodes in their lives. If episodic memory can be so strong in helping people remember given information, it is thought that they may be able to help people retain specific information when learning about new subjects. If this is the case, it is reasonable to wonder whether or not helping …

Silver Level Certificate Of Achievement, Judith Longfield

Teaching Academy

Form for the Silver level Certificate of Achievement.

Week Three: Student Motivation, Judith Longfield

Teaching Academy

The following is an overview of Student Motivation: Overcoming Obstacles to Learning.

Creating An Inclusive Classroom, Judith Longfield

Teaching Academy

Form on how to create an inclusive classroom.