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

Maybee, Clarence; Carlson, Jake; Slebodnik, Maribeth; Chapman, Bert

doi:10.1016/j.acalib.2015.05.009

Cited by 29 publications

(21 citation statements)

References 18 publications

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“…demonstrate the characteristics of an innovator that are necessary for EBP, including leadership, a sense of inquiry, flexibility to change, awareness of self and the environment, effective communication, critical thinking, lifelong learning, and professionalism [4].…”

Section: Introductionmentioning

confidence: 99%

Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

McGowan

2019

jmla

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This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.

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Section: Introductionmentioning

confidence: 99%

Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

McGowan

2019

jmla

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“…One solution, as demonstrated in numerous empirical studies, is for faculty and librarians to work collaboratively to promote information literacy. Indeed, a growing body of research indicates that student learning is enhanced when faculty and librarians work together (Manus, 2009;Cassidy & Hendrickson, 2013;Gilbert, Knutson, & Gilbert, 2012;Hearn, 2005;Lampert, 2005;Lindstrom & Shonrock, 2006;Mackey & Jacobson, 2005;Pierce, 2009;Maybee, Carlson, Slebodnik, & Chapman, 2015;Porras-Hein & Miller, 2004;Rinto & Cogbill-Seiders, 2014;Stevens & Campbell, 2008). Yet, here, too, we are faced with ambivalence.…”

Section: Ambivalence #2: Faculty-librarian Collaboration Is the Solutmentioning

confidence: 99%

“…Flexibility means that librarians work with seminar faculty to customize their IL contributions to the FYS according to the professor's goals and pedagogical approach, the syllabus, and course context (Maybee, Carlson, Slebodnik, & Chapman, 2015). Pairings take the form of one of three "scenarios" (i.e., minimal, intermediate, and substantial collaboration), depending on the individual faculty member's preference and comfort level.…”

Section: Information Literacy In a Liberal Arts Context: The Need Formentioning

confidence: 99%

A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

Junisbai

Lowe

Tagge

2016

The Journal of Academic Librarianship

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While faculty often express dismay at their students' ability to locate and evaluate secondary sources, they may also be ambivalent about how to (and who should) teach the skills required to carry out quality undergraduate research. This project sought to assess the impact of programmatic changes and librarian course integration on students' information literacy (IL) skills. Using an IL rubric to score student papers (n=337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills. Our study also reveals a collaboration "sweet spot": The greatest gains accrue when librarians provide moderate input into syllabus and assignment design, followed by one or two strategically placed hands-on library sessions. Successful collaboration thus need not entail completely overhauling content courses so as to make library instruction the centerpiece. Quite the opposite, librarians can help reduce the potential burden on faculty by supporting discipline-and course-specific research goals, as well as by sharing resources and best practices in IL pedagogy.

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“…One study used syllabi to determine information and DIL teaching opportunities using a grounded theory approach, which involved understanding the goals of the course, and how each assignment built towards those goals. (Maybee et al, 2015) Curriculum mapping has also been used to uncover DIL opportunities. (Macy and Coates, 2016) Curriculum mapping involves gathering professional standards, academic learning outcomes, course syllabi and assignments to create course goals.…”

Section: Background Research: Determining Data Literacy Needsmentioning

confidence: 99%

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

Cited by 29 publications

References 18 publications

Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

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

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