Evidence-based instruction integration: a syllabus analysis project

Boss, Katherine; Drabinski, Emily

doi:10.1108/rsr-07-2013-0038

Cited by 19 publications

(13 citation statements)

References 12 publications

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“…If a class requires low levels of data literacy (levels 1+2 of the DL framework), the author plans to address instruction with an online tutorial (Boss and Drabinski, 2014). Using tiers of service to segment the instructional need is a necessity because as the only Business librarian, it is not possible for the author to address all instructional needs in a classroom setting.…”

Section: Figure 2 Detailed Resultsmentioning

confidence: 99%

“…She found there was a gap, and shared the analysis with faculty and used it as a means of developing course-integrated library instruction. Last, Boss and Drabinski (2014) analyzed business syllabi at Long Island University to identify opportunities for information literacy instruction. They categorized the instructional needs of students into in-depth information literacy (a final integrative project) versus information access skills (access a journal article), and developed instructional strategies for each area.…”

Section: Syllabus Studiesmentioning

confidence: 99%

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Understanding Data Literacy Requirements for Assignments: A Business School Syllabus Study

Brodsky

2017

IJoL

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Abstract:Syllabus studies have been used to inform librarians' work in collection development, instruction and information literacy. Syllabi also provide an opportunity to understand course requirements for data literacy. In this study, syllabi from Eastern Michigan University's College of Business were analyzed to determine which courses require data literacy for the completion of assignments or projects. The author tested several hypotheses to identify where data literacy instruction would be most needed:1. Data use in online and hybrid class assignments is greater than for in-person class assignments 2. Graduate students have greater data requirements than undergraduate students 3. Different business school disciplines have different data needs (i.e., marketing has more, accounting has less)Though this was not a scientific study, analyzing syllabi and assignments can reveal both stated and implied data literacy competencies. Surfacing these competencies and making them explicit gives the librarian and the teaching faculty the opportunity to co-design relevant teaching and learning activities. Since data literacy instruction is a new initiative at the Eastern Michigan University Library, the author also used this study to bring attention to this capacity. ABSTRACTSyllabus studies have been used to inform librarians' work in collection development, instruction and information literacy. Syllabi also provide an opportunity to understand course requirements for data literacy. In this study, syllabi from Eastern Michigan University's College of Business were analyzed to determine which courses require data literacy for the completion of assignments or projects. The author tested several hypotheses to identify where data literacy instruction would be most needed:1. Data use in online and hybrid class assignments is greater than for in-person class assignments 2. Graduate students have greater data requirements than undergraduate students 3. Different business school disciplines have different data needs (i.e., marketing has more, accounting has less) Though this was not a scientific study, analyzing syllabi and assignments can reveal both stated and implied data literacy competencies. Surfacing these competencies and making them explicit gives the librarian and the teaching faculty the opportunity to co-design relevant teaching and learning activities. Since data literacy instruction is a new initiative at the Eastern Michigan University Library, the author also used this study to bring attention to this capacity.

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Section: Figure 2 Detailed Resultsmentioning

confidence: 99%

Section: Syllabus Studiesmentioning

confidence: 99%

Understanding Data Literacy Requirements for Assignments: A Business School Syllabus Study

Brodsky

2017

IJoL

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“…More recent syllabi analysis studies have focused on information literacy (Boss & Drabinski, 2014;Dinkelman, 2010;O'Hanlon, 2007;VanScoy & Oakleaf, 2008). In general, these studies focused on a specific program, although VanScoy and Oakleaf (2008) used syllabi analysis to explore information literacy outcomes and coursework in courses taken by students during their first semester.…”

Section: Literature Reviewmentioning

confidence: 99%

“It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach

Maybee

Carlson

Slebodnik

et al. 2015

The Journal of Academic Librarianship

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Developing innovative library services requires a real world understanding of faculty members' desired curricular goals. This study aimed to develop a comprehensive and deeper understanding of Purdue's nutrition science and political science faculties' expectations for student learning related to information and data information literacies. Course syllabi were examined using grounded theory techniques that allowed us to identify how faculty were addressing information and data information literacies in their courses, but it also enabled us to understand the interconnectedness of these literacies to other departmental intentions for student learning, such as developing a professional identity or learning to conduct original research. The holistic understanding developed through this research provides the necessary information for designing and suggesting information literacy and data information literacy services to departmental faculty in ways supportive of curricular learning outcomes.

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“…Within the business school curriculum, librarians have analyzed syllabi to find instances of library use and information literacy in order to facilitate faculty outreach and support (Boss & Drabinski, 2014;Dewald, 2003). Business librarian Nataly Blas explained a process for thinking about curriculum mapping at her institution (2015), and business librarians used curriculum mapping in an effort to validate a set of business research competencies (Howard, Wood, & Stonebraker, 2018).…”

Section: Curriculum Mapping In Businessmentioning

confidence: 99%

Mapping industry standards and integration opportunities in business management curricula

Phillips

Howard

Vaaler

et al. 2019

Journal of Business & Finance Librarianship

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Industry standards have a significant impact on business as a means to eliminate waste, reduce costs, market products (e.g., for quality, safety, interoperability) and lessen liability (Thompson, 2011). Consequently, an understanding and the ability to use standards, agreed upon practices among interested or vested parties, is a critical workplace competency for those engaged in business and industry. To have a workforce competent in the use of standards, higher education curricula must be developed to integrate standards education at appropriate points within the curriculum. Despite the importance of standards, they are not universally integrated into the college and university curricula. Given the widespread use of standards in business and industry, a study was undertaken by four academic librarians (two business librarians and two engineering librarians) to explore the use and potential integration of standards in undergraduate business management curricula. This was accomplished through curriculum mapping of two top-ranked undergraduate business management programs. Syllabi of the two undergraduate business management programs were examined for pre-established terms (e.g., ISO, standards), as well as potential opportunities for integration of standards in the future. Of the 62 courses examined only five (or 8%) specifically mentioned standards; however, half of the courses examined were found to have potential for the integration of standards across nine business curriculum areas: business and management strategy, business law, ethics and social responsibility, human resources, information systems, international/global, marketing, process/product development, and project management. This study found that few undergraduate business management courses specifically taught or used standards based on the syllabi, but considerable potential exists for the integration of standards into undergraduate business management courses.

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Evidence-based instruction integration: a syllabus analysis project

Cited by 19 publications

References 12 publications

Understanding Data Literacy Requirements for Assignments: A Business School Syllabus Study

Understanding Data Literacy Requirements for Assignments: A Business School Syllabus Study

“It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach

Mapping industry standards and integration opportunities in business management curricula

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