Browsing by Subject "information literacy"

Now showing 1 - 10 of 30
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    Beyond Googling: Applying Google Tools to Inquiry-based Learning
    (2010-04) Lamb, Annette; Johnson, Larry
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    Bridging the Gaps: Collaboration in a Faculty and Librarian Community of Practice on Information Literacy
    (University Press of Colorado, 2016) Kissel, Francia; Wininger, Melvin R.; Weeden, Scott R.; Wittberg, Patricia A.; Halverson, Randall S.; Lacy, Meagan; Huisman, Rhonda K.
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    College Ready, College Bound
    (2013-08-23) Huisman, Rhonda K.
    We convened a group of local and campus constituents as an advisory board, with representatives from IUPUI School of Education, Ivy Tech Community College, Indiana Department of Education, K-12 schools in Marion County, and IUPUI University library board members. We utilized their expertise and community connections to create successful and sustainable partnerships by focusing on: • Commitment to build upon the strengths and resources of the K-12 school librarians, teachers, administrators, and community members. • Commitment to addressing problems and focusing on positives, and promotion of a process that actively addresses social inequalities • Ongoing attention to involvement of all members across phases of the research, which meant active, inclusive, and numerous meetings and conversations with the school librarians, and many opportunities for feedback • Dissemination of findings and knowledge gained to all partners
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    Coming and Going: Assessing Information Literacy to Shape Curriculum
    (2018-10-22) Lowe, M. Sara; Currier, Abby; Stone, Sean M.; Graunke, Steve
    In the era of fake news, assessing students’ Information Literacy competencies is especially important. Understanding first-year and senior students’ ability to find, evaluate, and use information provides powerful assessment data to capture what students come to college with, how they leave, and how that can shape the curriculum. This poster details the results of a project which combined indirect (survey, n=630) and direct (rubric analysis of final papers, n=775) measures to assess students’ Information Literacy competencies. Attendees will learn about implementation, results, and lessons learned as well as strategies for instituting a similar ground-up assessment project.
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    A Conceptual Framework for Digital Libraries for K-12 Mathematics Education: Part 1, Information Organization, Information Literacy, and Integrated Learning
    (University of Chicago Press, 2005-07) Chen, Hsin-liang; Doty, Philip
    This article is the first of two that present a six-part conceptual framework for the design and evaluation of digital libraries meant to support mathematics education in K-12 settings (see also pt. 2). This first article concentrates on (1) information organization, (2) information literacy, and (3) integrated learning with multimedia materials. The second article reviews (4) adoption of new standards for mathematics education, (5) integration of pertinent changes in educational policy, and (6) ensuring pedagogic and political accountability. Each article concludes with specific recommendations for digital libraries meant to support K-12 mathematics education appropriate to the topics the article discusses. This framework, which may be of some use to researchers and educators in many settings and countries, emphasizes the importance of communication, community building, and learning activities that use different media for the design of digital functionalities and online collections of mathematics learning materials. The major goal of the framework described here is to consider how to bring the larger computationally intensive collections called digital libraries closer to the existing structures and practices of learners and teachers while recognizing the new functionalities and learning opportunities that digital libraries offer.
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    A Conceptual Framework for Digital Libraries for K–12 Mathematics Education: Part 2, New Educational Standards, Policy Making, and Accountability
    (University of Chicago Press, 2005-07) Chen, Hsin‐liang; Doty, Philip
    This paper is the second of two (see pt. 1) that describe a six-part conceptual framework for designing and evaluating digital libraries for mathematics education in K–12 settings: information literacy, information organization, integrated learn- ing, adoption of new educational standards, integration of pertinent changes in educational policy making, and ensuring accountability. This second paper explores the final three elements of the six-part framework. Accountability has become the core of the educational reform initiated by federal policies and measured by state-mandated educational standards. These political circumstances, as well as communication and collaboration, must be constitutively involved in the iterative design, implementation, and evaluation of digital libraries. The paper concludes with a series of recommendations for the design and implementation of digital libraries for K–12 mathematics education based on the authors’ discussion of these final three elements.
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    Contingent teaching through low-tech audience response systems: Using Plickers to support student learning and assessment
    (2019) Lowe, M. Sara; Macy, Katharine V.; Stone, Sean M.
    For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.
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    Critical business collections: Examining key issues using a social justice lens
    (2017-11-08) Howard, Heather; Macy, Katharine V.; Seeman, Corey; Alyson, Vaaler
    All academic librarians perform a balancing act between the needs of patrons, licensing restrictions, and the missions of our libraries. As part of the work to develop our campus collections, academic business librarians work with both schools and commercial vendors to provide resources that our business students and faculty require. Business publishers charge academic customers pennies on the dollar for access, but are likely to seek protections for their intellectual content by placing usage restrictions that run counter to what librarians would prefer. This can cause difficulties for librarians in serving their unique populations. This also can run counter to the central principles of “Critical Librarianship”, which is based on a foundation of social justice, the belief that everyone deserves equal opportunities and basic economic, political, and social rights. Balancing the needs of the publishers and business school communities with the principles of critical librarianship is a great challenge for everyone who serves these communities. Business librarians from across the US will explore ways in which collections and critical librarianship collide. Topics to be covered include the effects of database licenses on the intersection of theoretical academic work and practical business activities, challenges faced by public institutions supporting community entrepreneurs, and how the integration of critical pedagogy with information and data literacies can bring awareness to problems within current collections such as access to information, issues in data collection, and information creation. Through discussion, we hope to provide insight to ways in which libraries, as intermediaries between patrons and vendors, can help address these difficult problems.
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    Curriculum mapping: Creating options for integrating DIL into a degree program
    (2017-04-19) Macy, Katharine V.; Coates, Heather L.
    Students in undergraduate and graduate programs need to develop data information literacy (DIL) in order to be successful in their personal and professional lives. However, finding space for new content in curricula that are already full presents a challenge. Curriculum mapping can reveal where DIL naturally complements existing learning objectives and assist in identifying potential gaps. The process of mapping DIL competencies to a curriculum provides librarians with a deeper understanding of a discipline through detailed analysis of how existing course assignments may be adapted to incorporate elements of DIL. A curriculum map can also facilitate better communication between librarians and faculty as they determine the best strategy for integrating instruction. The panelists will discuss how they have used curriculum mapping within an undergraduate business program and a master of public health program to develop integration strategies, foster communication with faculty, and devise relevant disciplinary examples that resonate with students’ personal and professional lives. Presentation presented as part of the Curricular Challenges and Data Information Literacy panel at RDAP17.