Curriculum and Instruction Commons^™

Female Medical Students’ Lived Experiences Of Financial Stress And Coping, Untara Shaikh, Dr. Kimberlee Bonura

Georgia Public Health Association Annual Meeting and Conference

Financial stress is a pervasive concern among medical students, with documented associations with adverse physical health, psychological morbidity, and ineffective coping. This study focuses on understanding the financial stressors female medical students face and the coping strategies they employ. While financial stress and coping mechanisms have been explored in the literature, a notable gap exists in understanding these dynamics among female students.

The study employed a phenomenological research approach to obtain data from the respondents, where data collection involved face-to-face semi-structured interviews. The Adaptation Model of Nursing, complemented by Lazarus and Folkman's Coping Theory, was a comprehensive framework for analyzing …

Ethical Considerations In Using Generative Ai In Writing Studies Research, Shiva Mainaly

Georgia International Conference on Information Literacy

If an AI system like ChatGPT generates text used in a research paper, proper attribution, and delineation of human-written vs. AI-generated text is essential. Research has suggested that many readers cannot reliably distinguish between human and AI writing. Failing to attribute AI writing could constitute plagiarism (Dobrin, 2023). Guidelines need to be established. Similarly, if ChatGPT is used to analyze sensitive interviews or user data from research study participants, appropriate consent, privacy protections, and data security controls must be implemented. Researchers should be transparent about any AI analysis or exposure of protected participant data. On the heels of this comes …

That’S Using Your Brain!: Mind-Mapping And Ai Tools For Information Management And Information Literacy Instruction, Ruth L. Baker

Georgia International Conference on Information Literacy

TheBrain.com is a dynamic, mind-mapping tool you can use to manage your files, links to web sites, and other content–any kind of information you need to collect and manage. You can use your ‘digital brain’ to gather and visualize information from various sources and formats (i.e. create ‘thoughts’). The advantage is you can organize your files and information according to how you think about them, without the limitations of a typical folder-and-file organization system.

Your digital brain is an invaluable tool for collecting and managing information but it also can be used as a tool in the higher education classroom. …

Ai-Powered Learning: Blending Ai With Active Learning In The Information Literacy Classroom, Kevin J. Reagan, Wilhelmina Randtke

Georgia International Conference on Information Literacy

In 2016, the ACRL Framework for Information Literacy in Higher Education launched in response to more voluminous, less-vetted online information, including misinformation and content farms. Subsequently, the ACRL Framework has been widely adopted, and numerous high-quality lesson plans and resources for teaching the frames already exist, including published lesson plans and textbooks. Now, generative AI tools, such as ChatGPT and other chat bots present new challenges for information literacy educators. For instance, in addition to teaching students how to identify issues such as fake news, the information literacy professional has to address topics such as ethical AI use, AI hallucination …

Getting Student Buy-In On Information Literacy In A Generative Ai Information World, Vincent Larkin

Georgia International Conference on Information Literacy

Even before the emergence of ChatGPT and similar programs, it could be difficult to get students interested in tracking down information sources and evaluating the authority, context and intent of content. With the emergence of generative AI tools, many educators are finding more unattributed or AI generated content in submitted student work, and for the students who use these tools, the speed and perceived authority of these tools may blind them to the difficulty of tracking and crediting the original sources. Given the emergence of these tools, how can we get students to value and put into practice information literacy …

Yes, Use Ai, But Not Like That! Helping Student Researchers Navigate Conflicting Messages About Generative Ai, Ali Krzton, Todd Shipman

Georgia International Conference on Information Literacy

University students are being encouraged by their peers, or even their institutions, to use generative AI tools to make the research process more efficient and less stressful. However, they are also cautioned against inappropriate use of generative AI by course instructors, research supervisors, and those same institutions. Many librarians are reluctant to enter the discussion and provide instruction in the appropriate use of generative AI, perhaps to avoid the appearance of endorsement. On the other hand, the implications of student use of AI for information literacy cannot be ignored. One possible strategy is for librarians to explore the use of …

Beyond Navigating: Empowering Ourselves And Our Communities Through Critical Technology And Information Research, Sarah Appedu

Georgia International Conference on Information Literacy

Artificial intelligence systems are increasingly being sold to the public as transformative, world-changing, life-improving advancements in human evolution. Information literacy librarians have and will continue to play an instrumental role in challenging and critiquing new technological “advancements” that make their way into the lives and practices of their organizations and communities. However, librarians may be underutilizing the important skills they hold in evaluating complex information sources and systems when helping their communities critically respond to new tools like those powered by artificial intelligence. While emphasizing skills related to source evaluation, identifying algorithmic bias, and critically examining the economic context of …

How Many Steps To Connect With The Library And A Librarian In Academic Libraries In The Southeast, Viki Stoupenos, Christine Woods Dr.

Georgia International Conference on Information Literacy

Transactional distance is defined as the gap between the learner and the teacher in online classes. In other words, how far away does the learner feel from the teacher or the ability to get help. This definition is applied to how far away the learner feels from the library and the ability to get help from a librarian.

Two important issues in transactional distance are structure and dialogue. Librarians should be aware of the structure of learning materials and have clear visible pathways so that students may reach out to ask for assistance. Websites must have logical structure and students …

The Generative Power Of Teamwork: Using Collaboration To Support Genai Literacy, Annelise Sklar, Amanda Roth, Natalie Tagge

Georgia International Conference on Information Literacy

The potential impact of Generative Artificial Intelligence (GenAI) on the academic community raises numerous questions and answers, many of which have yet to be discovered. As a new and innovative technology, GenAI poses questions about functionality, training data integrity, ethics, intellectual property, and research functionality capabilities. With so many questions and little specific GenAI expertise, librarians at UC San Diego saw an opportunity to bring together experts in various disciplines to address the literacy needs of a campus community and fill the gaps where the campus had no official policy or guidance.

In this poster presentation, you will learn how …

Exploring The Ethical Use Of Ai In Information Product Creation: A Guide For Librarians, Dawn N. Cannon-Rech

Georgia International Conference on Information Literacy

Exploring the Ethical Use of AI in Information Product Creation: A Guide for Librarians

The rapid advancement of artificial intelligence (AI) has revolutionized the way information products are created, raising ethical considerations that demand the attention of educators, researchers, and librarians. This poster presentation aims to delve into the ethical aspects of AI-generated information products, such as papers, Open Educational Resources (OER) materials, images, etc., and to provide practical tips for teaching librarians on how to navigate and address citation rules associated with these products.

Objectives:

1. Understanding AI in Information Product Creation: Explore the key principles behind AI algorithms and …

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Harnessing Generative Ai For Targeted Libguide Development, Autumn Johnson

Georgia International Conference on Information Literacy

LibGuides are indispensable tools for librarians, facilitating information literacy teaching in a variety of contexts and enhancing the overall learning experience for users. This is particularly true for guides tailored to specific courses. Course guides and others that closely align with student learning objectives and assignment requirements, provide a more immediate and targeted response to user’s needs. Yet, developing guides with such customized content often proves to be a time-consuming process for Librarian creators.

Librarians might consider leveraging generative AI to assist them in creating guides with more focused and timely content, making their work easier and more efficient. Generative …

A Collaborative Approach To Exploring Generative Ai With Undergraduate English Students, Chrissy O'Grady

Georgia International Conference on Information Literacy

How can librarians support students in exploring the use of generative AI to aid in the research process? This presentation will discuss a partnership between an academic librarian and an English faculty at a comprehensive state university in fall 2023 and spring 2024. In two sections of a 300-level major English course, students are required to use generative AI for an assignment. The collaboration consists of two information literacy sessions that utilize scaffolded activities. The first session focuses on students using generative AI to aid in their research process. We discuss their experiences using generative AI tools, develop an understanding …

Lesson Planning To Active Engagement: Harnessing Ai Tools For Academic Library Instruction, Helen E. Bischoff, Lisa Nichols

Georgia International Conference on Information Literacy

Love it or hate it, AI is here to stay. So how can librarians embrace AI in the classroom and use it to their advantage when working with students? Drawing from our own experiences in K12 and university settings, we will highlight AI tools instruction librarians can use to support their own teaching and learning in terms of lesson planning, classroom activities, and research consultations. We will demonstrate AI tools we have used such as ChatGPT and Semantic Scholar to engage middle school and undergraduate students and offer tips for promoting thoughtful, ethical use of AI for learning. We will …

Chatgpt And Friends: The Good, The Bad, And The Ugly, Lara Little

Georgia International Conference on Information Literacy

ChatGPT and similar large language models have taken the world by storm. Many librarians and teachers are trying to get up to speed on these new technologies and understand how they will affect information literacy, the classroom, and more. This presentation will give a not-too-technical overview of how these technologies work, what they can be used for, ethical issues of hallucinations, copyright, and potential student plagiarism, and considerations for libraries and librarians to take into account as students and teachers embrace (or avoid!) this form of artificial intelligence. Attendees will come away with a better understanding of what ChatGPT and …

Brewing Scholarly Connections: The Evolution Of Scholar Sips At Gs Libraries, Jessica L. Swaringen

Georgia International Conference on Information Literacy

The Scholar Sips lecture series at Georgia Southern University aims to facilitate student-faculty connections through intellectual exploration. Scholar Sips provides a space for faculty to present and discuss their recent, topical research with students who may or may not be in their classes already. Scholar Sips participants are also treated to complimentary coffee and tea. The library acts as a neutral third-space that levels the power dynamic between professor and student, positioning them both as explorers of a given topic. This presentation will describe the philosophical approach behind Scholar Sips, its gradual transformation over three semesters, as well as strategies …

Information Literacy As A Discipline In The Age Of Ai: A Conversation, Karen Kaufmann, Clarence Maybee

Georgia International Conference on Information Literacy

Is Information Literacy (IL) a discipline in itself? How does that situate with our current climate of AI in the information ecology?

The presentation will focus on the rationale for recognizing IL as a discipline, and the inquiry of IL as a Discipline in the age of AI. In the session, we will explore the opportunities afforded by recognizing information literacy as a discipline. Participants will be able to share their ideas of what would be included in an IL curriculum or research inquiry situated in the AI information ecology via an online question-and-answer platform inviting small discussions and an …

The Dragon In The Room: The Perils And Possibilities Of Ai-Generated, Openly-Licensable Rpg Program Content, Nathaniel Lee Bareford

Georgia International Conference on Information Literacy

Role playing games (RPGs) like Dungeons and Dragons are becoming increasingly popular and more in-demand by patrons of both academic and public libraries. Research has demonstrated that role playing games are valuable tools for reinforcing discipline-specific knowledge, developing career-ready soft skills, and cultivating information literacy practices. However, librarians are taxed for time and the investment required to produce practically usable, openly licensed RPG content is substantial. Additional access barriers such as material costs and licensing restrictions often prevent librarians from being able to sustain roleplaying game programming. If AI can produce usable, open RPG resources based firmly on open licenses …

Artificial Intelligence: The Road More Traveled. Writing And Conducting Research With Ai, Laura Zucca-Scott, Samuel Stinson

Georgia International Conference on Information Literacy

This project illustrates and discusses actionable examples of how collaborative, supportive virtual or in-person environments can foster democratic learning models in the age of Artificial Intelligence.

The workshop models, whether in person or virtual, provide dialogical opportunities for growth. Critically examining information and developing writing skills become crucial in supporting scholarly growth and intellectual exploration while providing access to academic pursuits to otherwise marginalized individuals and groups.

The experiences we share are situated in a specific context and are interconnected with the perspectives, backgrounds, and expectations of the scholars involved. However, as the writing workshops continue to evolve due to …

Get To Know The Georgia Council For History Education, Joann Wood

Teaching Social Studies in the Peach State

Find out about the Georgia Council for History Education by exploring with colleagues a deeper understanding of history and improving the teaching and learning of history.

From Daunting To Doable: A Practical Approach To Building Inclusive Libguides, Jennifer Elder

Georgia International Conference on Information Literacy

Universal Design for Learning (UDL) is a pedagogical approach that many universities promote to their teaching faculty to help them design courses that are accessible to all learners. After librarians at our library took a course on Universal Design for Learning, we asked, how could we apply Universal Design for Learning principles to create more inclusive LibGuides? At first, we were overwhelmed by the wide range of possible accessibility and UDL features that we could incorporate into our LibGuides. We wondered if there might be a way to identify or prioritize effective UDL elements to include in a LibGuide. We …

Canvas Research Modules: Meeting Students Where They Are, Denise Woetzel, Lynn Riggs

Georgia International Conference on Information Literacy

Since Fall 2020, J. Sargeant Reynolds Community College librarians discovered some new post-COVID realities for our college including: more online asynchronous classes being offered; short semester sessions; the declining number of instructors requesting information literacy sessions for their classes; and fewer students visiting our campus libraries. During the Fall 2020 semester, librarians started to discuss how we could create research modules in our Canvas learning management system. Instructors could then request to be added to a specific Canvas research module so they can copy over the module into their course sections in Canvas. Considering the fact that the our librarians …

#Goals: Library Partnerships For Instruction Strategic Planning Success, Melissa Dennis

Georgia International Conference on Information Literacy

The Research and Instruction Department of UM Libraries has worked closely with campus units to create a longstanding partnership of library skills embedded into first year classes called the First Year Instruction Initiative (FYII). Incorporating information literacy and critical thinking skills into these curriculums has allowed us to expand our reach to teaching students, both synchronously and asynchronously. In particular, the Center for Student Success and First Year Experience and the campus Qualitative Enhancement Plan became library partners for inclusion in the classroom. Through academic advising, academic support services, first-year initiatives, military and veteran support and all things student success …

Applying Acrl’S Framework “Scholarship As Conversation” To Teach Undergraduates Article Anatomy Through Active Learning, Jessica Varsa, Justin B. Ingels

Georgia International Conference on Information Literacy

In Fall of 2022, UGA Libraries Faculty conducted IL instruction for hundreds of undergraduate First-Year Odyssey students. As part of this required course, library faculty are faced with the challenge of conducting workshop-style instruction through a one-shot format, focusing on both integral library skills and how to interpret a research article. R&I Librarian, Jessica Varsa worked with Dr. Justin Ingels, Public Health faculty, to develop a lesson plan on reviewing and interpreting academic journal articles through the lens of the ACRL’s’ Framework that embraces active learning strategies.

This presentation will provide a critical reflection about active learning techniques used in …

Implementing Universal Design Of Instruction In Information Literacy (And Almost Anything Else): The Success Of Our Students Depends On It., Peter R. Dean

Georgia International Conference on Information Literacy

This proposal focuses on the importance of universal design when teaching either one-shot library instruction or semester long information literacy courses. This presentation will discuss how all students can benefit from a course that is barrier-free to students who have already self-disclosed as students with disabilites.

This presentation also will discuss the intense reluctance of students with disabilities to self-disclose at the college level. And how some students may not even be aware of the fact that they have a learning disability—making it even more importance to implement (and hence include) universal design principles into your teaching methodologies.

In this …

Problems Are A Gift- How To Turn Challenging Behaviors In The Classroom Into Opportunities For Growth And Connection, Lindsey Kealey

National Youth Advocacy and Resilience Conference

Lindsey Kealey discusses practical ways apply a trauma-responsive approach to helping children and adults solve problems in the classroom. When you unwrap problems with students in productive, rather than punitive ways, you will find that problems are not just fires to put out or issues that weight us down. Rather, problems can be a gift to ourselves and the students we teach.

Write The Book! How To Share Research And Promising Practices To Support Underserved Students, Douglas Rife

National Youth Advocacy and Resilience Conference

The needs of our students have grown exponentially in the last two years. Educators, community services and care givers are at a loss to support all of the academic, physical and emotional challenges our students are facing. Learn tips and processes for writing a book to share your research, experience and solutions to ensure the happiness and success of ALL students.

Middle Savannah River: An A/R/Tographic Ecopedagogical Ethnography Experimenting With Rhizomatic Perspectives, Lisa Augustine-Chizmar

Electronic Theses and Dissertations

This research is an experiment in perspective. Using the four commonplaces (Schwab, 1978), I practiced letting the Savannah River teach me what there is to know about the water, the land, the people, and the other entities that depend on ki through artistic, ethnographic, and ecopedagogical lenses. The ethnographic findings describe the social actors that depend on ki and give a voice to the River. The a/r/tographic findings display the River on a canvas map through two hundred years using paint, clay, photography, video, abstract acrylics, and fabric. Together, these methods contribute to a unique ecopedagogical journey. This word cloud …

Using Historical Thinking Strategies For Improving Elementary Students’ Content Knowledge And Attitudes Towards Social Studies, Lydia Burnett, Joshua Cuevas Dr.

Georgia Educational Researcher

Instructional time spent on elementary social studies is often marginalized due to the emphasis placed on other content areas. Therefore, social studies teachers must employ meaningful instructional strategies that will engage students while promoting content acquisition. This quasi-experimental study responds to this challenge by guiding a sample of 44 fifth grade students to use the historical thinking skills of sourcing, contextualizing, and corroborating that encourage engagement with a variety of primary sources through the lens of Jerome Bruner’s learning theories. The control group used traditional instructional methods including close-note taking, vocabulary review, and independent reading from social studies texts. Both …

Divergent Representations Of Africa: A Qualitative Analysis Of Georgia Social Studies Textbooks, Bailey A. Brown, Amber R. Reed

Georgia Educational Researcher

The Georgia Department of Education has clearly defined standards for learning about Africa in the seventh grade. However, there exists great variation in how textbooks present this material and address these standards. Using a qualitative content analysis approach, we assess the presentation of Africa in three widely used Georgia social studies textbooks. We document and analyze coverage of Africa across Georgia’s seventh grade world studies learning domains. Our research demonstrates: 1) that, despite widespread calls for decolonization of education and strengthening of multicultural education, Euro-American perspectives on Africa are still prevalent; 2) textbooks vary widely on how they choose to …

A New Way Of Learning: Student Revelations From A Sport Development Service-Learning Course, Deondra E. Johnson

Eagle Showcase: Excellence in Service-Learning

No abstract provided.