Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Food logging: a practice-based exploration of an Information Literacy landscapePamela McKinney
A presentation that was given at the European Conference on Information Literacy (ECIL) 2017 St Malo, France. September 18-212017. The presentation reports on a research study carried out at the University of Sheffield.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
Predictable misunderstandings in information literacy webinar slides 11142017credomarketing
Instructional Librarian Lisa Janicke Hinchliffe shares initial findings from her research into predictable misunderstandings students harbor toward information literacy, and how librarians can tailor instruction to correct these. In any domain of learning, it is helpful to anticipate common student misconceptions—however such systematic research is only beginning for information literacy. Hinchliffe will discuss her groundbreaking research, and explore how libraries can design instruction to more effectively teach these important skills.
The librarian’s new role as course content curators. To address the rising cost of textbooks, we have established a framework for assisting faculty with course development. This session will prepare you to help faculty build courses that are rigorous as well as affordable using library resources and open access tools.
In these webinar slides, librarians share their inspiration and process for developing high-impact library services. Presentations from Katy Kavanagh Webb, Assistant Professor | Head, Research and Instructional Services, J.Y. Joyner Library, East Carolina University; Donna Gibson, Director of Library Services, Memorial Sloan Kettering (MSK) Cancer Center; and
J. William (Bill) Draper, Reference Librarian, Biddle Law Library, University of Pennsylvania Law School. View the webinar at: http://libraryconnect.elsevier.com/library-connect-webinars?commid=255645
Open literacy & the problem of access refusalRobyn Hall
Presentation at WILU, MacEwan University, Edmonton, AB.
Abstract: The swift evolution of Open Access (OA) publishing of scholarly works has been driven by researchers and librarians who recognize the societal benefits of these resources being freely available on the Internet. Especially in fields relevant to Science, Technology and Medicine, high quality OA content can benefit people conducting both personal and professional research anywhere in the world. These resources can prove exceptionally valuable to students whose access to scholarly research materials may be limited by costly journal subscriptions both while they are in school and long after they have graduated. This presentation will draw on findings from an exploratory research study that involved a survey sent to academic librarians across Canada questioning the degree to which they are educating students about Open Access research materials and their motivations for and against doing so. Based on participants’ responses, suggested teaching strategies and promotional initiatives will be shared with session attendees. Information literacy teaching methods discussed aim to foster a broader understanding of Open resources and overall scholarly publishing processes among students developing critical and sustainable researching skills.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Food logging: a practice-based exploration of an Information Literacy landscapePamela McKinney
A presentation that was given at the European Conference on Information Literacy (ECIL) 2017 St Malo, France. September 18-212017. The presentation reports on a research study carried out at the University of Sheffield.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
Predictable misunderstandings in information literacy webinar slides 11142017credomarketing
Instructional Librarian Lisa Janicke Hinchliffe shares initial findings from her research into predictable misunderstandings students harbor toward information literacy, and how librarians can tailor instruction to correct these. In any domain of learning, it is helpful to anticipate common student misconceptions—however such systematic research is only beginning for information literacy. Hinchliffe will discuss her groundbreaking research, and explore how libraries can design instruction to more effectively teach these important skills.
The librarian’s new role as course content curators. To address the rising cost of textbooks, we have established a framework for assisting faculty with course development. This session will prepare you to help faculty build courses that are rigorous as well as affordable using library resources and open access tools.
In these webinar slides, librarians share their inspiration and process for developing high-impact library services. Presentations from Katy Kavanagh Webb, Assistant Professor | Head, Research and Instructional Services, J.Y. Joyner Library, East Carolina University; Donna Gibson, Director of Library Services, Memorial Sloan Kettering (MSK) Cancer Center; and
J. William (Bill) Draper, Reference Librarian, Biddle Law Library, University of Pennsylvania Law School. View the webinar at: http://libraryconnect.elsevier.com/library-connect-webinars?commid=255645
Open literacy & the problem of access refusalRobyn Hall
Presentation at WILU, MacEwan University, Edmonton, AB.
Abstract: The swift evolution of Open Access (OA) publishing of scholarly works has been driven by researchers and librarians who recognize the societal benefits of these resources being freely available on the Internet. Especially in fields relevant to Science, Technology and Medicine, high quality OA content can benefit people conducting both personal and professional research anywhere in the world. These resources can prove exceptionally valuable to students whose access to scholarly research materials may be limited by costly journal subscriptions both while they are in school and long after they have graduated. This presentation will draw on findings from an exploratory research study that involved a survey sent to academic librarians across Canada questioning the degree to which they are educating students about Open Access research materials and their motivations for and against doing so. Based on participants’ responses, suggested teaching strategies and promotional initiatives will be shared with session attendees. Information literacy teaching methods discussed aim to foster a broader understanding of Open resources and overall scholarly publishing processes among students developing critical and sustainable researching skills.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
Exploratory Research
Exploratory Case Study
Exploratory Research
Exploratory Talk Essay
Exploratory Observation
An Exploratory Research..
Exploratory Essay Outline
Exploratory Essay
Exploratory Questions
Exploratory Research Essay
Exploratory Research
Love: an Exploratory Paper
Learning Curve: How College Graduates Solve Information Problems in the Workp...Michele Van Hoeck
Findings and recommendations from 2012 Project Information Literacy national study of workplace information literacy. Presented at the 2013 California Conference on Library Instruction.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Similar to I'm not calling you a liar, but don't lie to me - Phillips, Roles & Thomas (20)
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
I'm not calling you a liar, but don't lie to me - Phillips, Roles & Thomas
1. I'm not calling you a liar,
but don't lie to me:
Getting Personal with Source Evaluation
IF I APPLY
2. #IFIAPPLY
Meet the Creators
Kat Phillips, @724PhillipsK
Nursing & Allied Health Liaison Librarian,
Nursing, Health Policy & Administration,
Consortium to Combat Substance Abuse,
Penn State University
Sabrina Thomas, @tho4
Research and Instruction Librarian, Women’s
Studies, Art, Communications at Marshall
University
Eryn Roles, @ErynMcRolesKee
Research and Instruction Librarian, English,
Digital Humanities, and Appalachian Studies
at Marshall University
3. MARSHALL
UNIVERSITY FACTS
A PUBLIC UNIVERSITY FOUNDED IN 1837,
NAMED FOR JOHN MARSHALL, 4TH CHIEF
JUSTICE OF THE UNITED STATES.
Student Body ~14,000
59% Female; 41% Male
Undergraduate: 9,499 (72%)
Graduate: 3,837 (23%)
First Professional: 724 (5%)
Minority Students: 1.463 (11%)
International Students: 546 (4%)
Out-of-State: 2,364 (19%)
Students from: 49 states, 56 foreign countries,
55 West Virginia counties
Average Incoming Freshman ACT: 22.3
Average Incoming Freshman GPA: 3.5
1st to 2nd year retention rate of first-time
freshmen 2016-17: 72%
Degrees Granted 2016-17: 2,723
#IFIAPPLY
4. Office
Conversations
Faculty
Discussions
Student
Interactions
The challenge of a “post-truth world”,
fake news, and how we get our students
to engage in responsible information
gathering practices is crippling.
We are working against post-truth
politics, high emotions, and how these
affect teaching authority.
#IFIAPPLY
5. We’ve all been mislead at some
point. Are you willing to share?
▹ Have you ever caught yourself spreading
misinformation?
▹ How did it happen?
▹ What did you do?
▹ Are you comfortable sharing these stories
with your students?
#IFIAPPLY
6. What do you use to evaluate
sources?
▹ Specific test or mnemonic?
▹ Gut feeling?
▹ Red flags? Green flags?
▹ Because someone once told you it was
reliable?
▹ What do you mean “evaluate” my sources!?
If it’s on the internet or in the library , it must
be true!
#IFIAPPLY
7. CRAAP Test - How teaching
librarians have been using it
(originally used for web source
evaluation).
▹ Currency - The timeliness of the information.
▹ Relevance - The importance of the information
for your needs.
▹ Authority - The source of the information
▹ Accuracy - The reliability, truthfulness and
correctness of the content.
▹ Purpose - The reason the information exists.
#IFIAPPLY
9. The CRAAP Test was fine,
but….
▹ ACRL Framework is based on a cluster of
interconnected core concepts with FLEXIBILITY,
rather than a set of standards or prescriptive skills.
▹ - Authority is Constructed and Contextual
▹ - Information creation as a process
▹ - Information has value
▹ - Research as Inquiry
▹ - Scholarship as conversation
▹ - Searching as strategic exploration
#IFIAPPLY
10. Evolution of Source Evaluation
Conventional
Source Evaluation
▹ Static, traditional
sources
▹ Lack of flexibility
▹ Changing
information
environment
▹ Intentional and
unintentional
manipulation
▹ Personalized
search results
▹ Click bait and
yellow journalism
Fake News and
viral misinformation
#IFIAPPLY
11. Emotions are high
How do we get students, patrons,
researchers, and ourselves to set
aside emotions and radically engage
with logic and reason, and self-
imposed information seeking habits?
#IFIAPPLY
14. The first steps (IF I) establish or
ingratiate yourself to the topic.
Then the next (APPLY) steps
encourage proper evaluation of
the topic, once established. This
shift applies itself to the
framework and humanizes the
evaluation process because…
well, we need to.
15. How does it work? The basics
Personal steps
▹ Identify emotions attached to topic
▹ Find unbiased reference sources for proper review of topic
▹ Intellectual courage to seek authoritative voices on topic that may be outside of
thesis.
__________________________________________________________________
Source steps
▹ Authority established. Does the author have education and experience in that field?
▹ Purpose/Point of view of source. Does the author have an agenda beyond education
or information?
▹ Publisher? Does the publisher have an agenda?
▹ List of sources (bibliography)
▹ Year of publication
16. How does it work? Sample think questions
I – identify emotions
What are your honest opinions regarding the topic?
Have you addressed your internal biases?
Make an all-inclusive list of counter-opinions or
counter-arguments.
F - find unbiased reference sources
Conduct a general knowledge overview.
Search for information in: encyclopedias, wikis,
dictionaries, etc.
I - intellectual courage
Identify credible materials for all of the viewpoints -
yours and the additional you identified
Reject unsound arguments - have the courage to
accept that not all viewpoints are valid
P – purpose/point of view of source
Does the author have an agenda beyond education or
information?
What can be said about the content, context, style,
structure, completeness and accuracy of the information
provided by the source?
Are diverse perspectives represented?
Is the content relevant to your information needs?
A – authority
Who is the author (may be individual or organization)
and/or publisher?
What are the credentials and affiliation or sponsorship of
any named individuals or organizations?
How objective, reliable, and authoritative are they?
Have they written other articles or books?
Do they specialize in publishing certain topics or fields?
17. How does it work? Incorporating
IF I APPLY into teaching
▹ One Shot Lower Level Courses
▹ Upper Level Courses
▹ Embedded Classes
▹ University classes in the high schools
▹ Online Course
▹ Research Guides
▹ Community
18. ▹ Meet with faculty in
departments and share
materials.
▹ Pair it with tools you
already have like CREDO
Information Literacy
modules.
▹ Make it readily available for
anyone who is interested in
source evaluation.
#IFIAPPLY
19. Challenges in Assessment
▹ Add source evaluation to rubrics
▹ Professor buy-in
▹ Student buy-in
▹ Build in source evaluation to the
assignment
#IFIAPPLY
21. Success backed by assessment
ONLINE COURSE
▹ Website Credibility Essay (Draft & Final
Paper)
▹ Majority of points assigned for resource
selection & critique
▹ Same mistakes seen across semesters
▹ Assignment for 8 semesters (taught by
Kat)
▹ IF I APPLY used during last semester (1
semester)
▹ 8.6% overall grade average increase on
first draft between last 2 semesters
▹ *Overall grade average from all
semesters not compared because
significant changes were made to the
assignment over time & assignment only
remained unchanged between
semesters 7 & 8
EMBEDDED IN COURSE
▹ Brought in by instructor because of
frustrating information seeking practices
by students in previous semesters
▹ What’s on the Web Pre-Activity (Guide,
Video Tutorial, and Discussion Board)
▹ Students graded on self-assessment of
pre- and post- guide & tutorial credibility
critiquing practices
▹ 4th semester embedded in course
▹ What’s on the Web activity assigned 4
x’s in a semester
▹ Instructor reported significantly
improved resource selections for What’s
on the Web #1 over past semesters
▹ Least credible sources students tend to
pull are news-articles (USA Today, FOX
News)
#IFIAPPLY
22. "I just wanted to reach out and say
thank you for the worked you have
generated. I’ve shared with my
colleagues over at the University of
Minnesota as well as other systems
here in the state. I’ve already gotten
thank you’s for sharing your work; I
feel it’s going to change the
dialogue for the better." (Minneapolis,
MN)
"Well, I have to be honest: what you've created is
fantastic! It's pithy, but IMHO really drives home critical
principals to students (especially those just getting started
in their college careers). In particular, I'm impressed with
your upfront mention to "Identify emotions" as, nowadays
(when the concept of fake news is being constantly
bandied about), that's a key discussion point. As is the idea
of "Intellectual courage"...wonderful way to challenge
new researchers." (Austin, TX)
"IF I APPLY" has particularly helped my students with respect to considering
their own biases. I was encouraged when one student volunteered to the class
that he had grown up attending Catholic schools and in a religious family and
had previously hardened his views on pro-choice based on that background.
However, he had read a New York Times article about the impacts of his and his
church's stance on women in the developing world with a more open mind and
willingness to explore the impact of the church's teachings on women in that
world after applying the "IF I APPLY" criteria; he acknowledged that the issue
is not clear-cut and that he might reconsider his previously-held views. This is
just one example of students in my class using the rubric to explore issues
related to information literacy, and it has been very helpful.
Since implementing the "IF I APPLY" guidelines
to everything I research and in reviewing my
sources, I have learned to view information in a
completely different way than ever before. I
have taken these skills and applied them not
just to this class but also to my other classes as
well, and in doing so it has not only made my
sources more credible, it has made my
language, statistics, and facts far more superior
which has taken my writing skills to a higher
level. (Student, HPA 210 Spring 2019)
24. Sabrina Thomas
Research and Instruction Librarian
Marshall University
Email: tho4@marshall.edu
Telephone: 304-696-3627
Twitter: @tho4
Kat Phillips
Nursing & Allied Health Liaison Librarian
Penn State University
Email: kec5013@psu.edu
Telephone: 814-865-3713
Twitter: @724phillipsk
Eryn Roles
Research and Instruction Librarian
Marshall University
Email: roles1@marshall.edu
Telephone: 304-696-2336
Twitter:@ErynMcRolesKee
Editor's Notes
By Barry Mangham [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], from Wikimedia Commons