This document provides prompts and questions to guide reflection on concepts from the Framework for Information Literacy for Higher Education. It is organized into cards for each of the six core concepts. The purpose is for librarians to use the cards to critically reflect on their work and stay engaged with professional ethics, scholarship, and instruction. Users are encouraged to randomly select cards and journal responses to the prompts to develop skills for helping students become thoughtful information consumers and contributors.
[We created and designed this card deck with an accompanying guidebook for the Library Collective's The Connection conference presented in March 2021.]
The purpose of the “Oracle of the Delphi Study” is to explore broad concepts related to the “Framework for Information Literacy for Higher Education” in different ways to facilitate a deeper understanding of the core ideas of librarianship. We intend for this deck to be flexible in its usage by encouraging critical thinking about concepts related to the information ecosystem, the creative exploration of the librarian’s role as an information professional, the development of their research and scholarship areas, and the practical application of these concepts in library instruction.
This deck, accompanying guidebook, and slideshow are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
Information Literacy and Lifelong LearningIn the 21st century,.docxjaggernaoma
Information Literacy and Lifelong Learning
In the 21st century, it is important to be able to research and make wise decisions based on reliable information. In fact, employers have high expectations regarding their employees’ abilities to research. As discussed in the Post Your Introduction forum, due to the overwhelming amount of information available, researching and locating reliable sources to guide decision-making can be very challenging. Let’s examine in this discussion the challenges of research and how developing information literacy skills can help.
Prepare: Read Module 1 of your textbook to learn more about information literacy. Next, read the At Sea in a Deluge of Data article from theChronicle of Higher Education. This article details the research expectations employers have of new employees hired in the digital age.
Reflect: Consider your reaction to the information in the article, At Sea in a Deluge of Data, and Module 1 and identify areas that you connected with the most. Based on the article and Module 1 of your text, consider how information literacy skills can impact being a critical consumer of information.
Write: With Module 1 of the textbook and the article, you explored in mind, answer the following questions in your discussion post:
· Based on the information you read in Chapter 1 of your textbook and the At Sea in a Deluge of Data article, how would you define information literacy?
· How can improving your information literacy skills help you in being a critical consumer of information, in the ongoing pursuit of knowledge, and in your professional career ambitions?
Your initial post should contain a minimum of 350 words written in complete sentences. It must answer all aspects of the prompt (refer to “Think about it this way” below). It must be posted by 11:59 p.m. Thursday evening. Correctly cite the source of any information that you use in your post.
Think about it this way...This discussion is asking you to do six things.
· Read Module 1 in your textbook and the At Sea in a Deluge of Data article.
· Based on your textbook and the article, write a paragraph explaining how you would define information literacy.
· Answer the question, “How can improving your information skills help you in being a critical consumer of information?”
· Answer the question, “How can improving your information skills help you in the ongoing pursuit of knowledge?”
· Answer the question, “How can improving your information skills help you in your career ambitions?
What Is Information Literacy?
Information literacy is the ability to identify a need for information and successfully locate, evaluate, and use that information ethically and legally for a determined purpose. For this course we’ll focus on information literacy regarding your research papers for school. But information literacy is important in all aspects of life. Being information literate can help you research schools to find the one that’s best for your child,.
[We created and designed this card deck with an accompanying guidebook for the Library Collective's The Connection conference presented in March 2021.]
The purpose of the “Oracle of the Delphi Study” is to explore broad concepts related to the “Framework for Information Literacy for Higher Education” in different ways to facilitate a deeper understanding of the core ideas of librarianship. We intend for this deck to be flexible in its usage by encouraging critical thinking about concepts related to the information ecosystem, the creative exploration of the librarian’s role as an information professional, the development of their research and scholarship areas, and the practical application of these concepts in library instruction.
This deck, accompanying guidebook, and slideshow are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
Information Literacy and Lifelong LearningIn the 21st century,.docxjaggernaoma
Information Literacy and Lifelong Learning
In the 21st century, it is important to be able to research and make wise decisions based on reliable information. In fact, employers have high expectations regarding their employees’ abilities to research. As discussed in the Post Your Introduction forum, due to the overwhelming amount of information available, researching and locating reliable sources to guide decision-making can be very challenging. Let’s examine in this discussion the challenges of research and how developing information literacy skills can help.
Prepare: Read Module 1 of your textbook to learn more about information literacy. Next, read the At Sea in a Deluge of Data article from theChronicle of Higher Education. This article details the research expectations employers have of new employees hired in the digital age.
Reflect: Consider your reaction to the information in the article, At Sea in a Deluge of Data, and Module 1 and identify areas that you connected with the most. Based on the article and Module 1 of your text, consider how information literacy skills can impact being a critical consumer of information.
Write: With Module 1 of the textbook and the article, you explored in mind, answer the following questions in your discussion post:
· Based on the information you read in Chapter 1 of your textbook and the At Sea in a Deluge of Data article, how would you define information literacy?
· How can improving your information literacy skills help you in being a critical consumer of information, in the ongoing pursuit of knowledge, and in your professional career ambitions?
Your initial post should contain a minimum of 350 words written in complete sentences. It must answer all aspects of the prompt (refer to “Think about it this way” below). It must be posted by 11:59 p.m. Thursday evening. Correctly cite the source of any information that you use in your post.
Think about it this way...This discussion is asking you to do six things.
· Read Module 1 in your textbook and the At Sea in a Deluge of Data article.
· Based on your textbook and the article, write a paragraph explaining how you would define information literacy.
· Answer the question, “How can improving your information skills help you in being a critical consumer of information?”
· Answer the question, “How can improving your information skills help you in the ongoing pursuit of knowledge?”
· Answer the question, “How can improving your information skills help you in your career ambitions?
What Is Information Literacy?
Information literacy is the ability to identify a need for information and successfully locate, evaluate, and use that information ethically and legally for a determined purpose. For this course we’ll focus on information literacy regarding your research papers for school. But information literacy is important in all aspects of life. Being information literate can help you research schools to find the one that’s best for your child,.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
Your responses to your classmates must be substantive. Share i.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Before this class, I was not familiar with the term “information literacy”. I did previously take a class called “Digital Literacy” which was based on how to use digital media in order to be able to gain information and complete tasks. I look at this class as somewhat similar, but more relating to finding information that may not be digital or available online. The textbook defines digital literacy as “the ability to identify a need for information and successfully locate, evaluate, and use that information ethically and legally for a determined purpose.” (von Winckelmann, 2015, 1.1). The first module of the textbook helped me to better understand exactly what information literacy is, and how to utilize the concepts.
The Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), developed an information literacy framework that identifies six threshold concepts meant to guide students in the process of becoming lifelong learners through the acquisition of information literacy skills (von Winckelmann, 2015, 1.1). The ACRL’s six threshold concepts are Research as Inquiry, Scholarship as Conversation, Information Creation as a Process, Searching as Strategic Exploration, Authority is Constructed and Contextual, and Information has Value (von Winckelmann, 2015, 1.1). The concept of research as inquiry is that the research process is all about asking and answering questions. Scholarship as conversation means that “Experts within a field communicate to share information, debate their ideas, and gain understanding. They often contest each other’s ideas and seek out the opinions of other scholars within their fields to test these ideas (von Winckelmann, 2015, 1.1). Information creation as a process is the idea that research and gathering information is fluid and may change based on the needs of the writer and what questions they need to answer. Searching as strategic exploration recognizes that most research questions or topics may require information and data from several sources and that searching for accurate information can be a process. Authority is constructed and conventional reminds people that not all information and sources are created equal, and the validity of sources must be investigated. Lastly, the concept that information has value means that research findings and conclusions need to be properly represented through citations and copyrights.
In addition to the 6 concepts presented in section 1.1, the textbo.
Responses to Other Students Respond to at least 2 of your fellow .docxronak56
Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 40-50-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
DISCUSSION 1
What did you learn that you did not already know?
This has been like some of the other material that we have covered. I have had exposure to many of the concepts in my master’s program but with this material I am provided both reinforcement of those concept understandings and present new perspectives on them. The from Management Information Systems: Managing the Digital Firm was particularly helpful. Material such as this can often require several iterations of review to begin to develop an understanding of how it can be applied. I have had exposure to similar material but being able to understand how to apply these concepts benefits considerably form exposure to new sources. This material is not abstract but at times being able to apply it in a practice manner almost does seem abstract. Being able to read this material helps me solidify thoughts and ideas on how to concretely implement them in real life situations, this type of process for me is something that requires deeper understanding of the “theory of operations”, for a lack of better words. In course I have gotten a lot of that.
What are some problems that are apparent in the field?
I am going to inject some major bias at this point as my masters was in software engineering and focused on enterprise architecture, IT systems research, software project management, and object-oriented paradigm. To me one of the biggest problems in the industries I have been in is shear negligence in researching the concepts of what software engineering is and how to manage information systems or information technology. The decision-making process is often left to those who have no technical background, two who’s motivations are at best questionable, and three have no concept of the magnitude or time line of projects. There is an abundant source of research, magazines, and various other forms of literature explicitly addressing these things in a practical manner oriented strictly towards helping organizations undertake such endeavors. I by no means consider myself to be an expert but I often find myself in a situation where I ask what should be some basic questions about projects and in return I receive an answer akin to “what are you talking about” or “I have never heard of that” or “I don’t know I never thought about that”.
What are might be some opportunities for research on the topics covered and how might you perform the appropriate research?
The above rant was a segue into this section because I feel that big data is becoming more prevalent and both the elements of software engineering and systems for big data could become victim to similar issues as stated before. Some issues for research in software engineer ...
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
2-2Week 2 AssignmentThe Process of Critical ThinkingOver.docxnovabroom
2-2
Week 2 Assignment
The Process of Critical Thinking
OverfamiliaritSecondy with an idea can lead you to accept the information as true without questioning it. Have you ever spilled salt and then had to throw a pinch of it over your left shoulder? Are you afraid that whistling in the dark will cause bad things to happen? Have you ever wondered where superstitious behaviors originated and why they are present today? When you begin to ask why, you have started the critical-thinking process.
To extend that mode of thinking beyond the exploration of superstitions, critical thinking as part of scholarly work allows you to separate “truth” from existing opinions and biases. In the following Assignment, you will examine the process of critical thinking by identifying your beliefs, your factual knowledge, and how you can separate the two.
To Prepare for this Assignment:
Review the reading in this week’s Learning Resources.
The Assignment (1-page):
Write a short paragraph that would be considered an opinion. Write a second paragraph that would be considered a fact. Explain the differences between the two paragraphs. Explain how a reader would know if one statement is opinion and the other factual. Provide support in the research literature for the factual statement.
Critical reading and critical thinking are intertwined; one cannot quite do one without the other. Kurland (2000) noted that critical reading is about discovering information whereas critical thinking is about evaluating it. Various authors have offered different definitions of the critical-thinking process. Among the most useful definitions is the one provided by Scriven and Paul, who defined it as:
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. (1987, para. 1)
Another useful definition was provided by Elder (as cited in Critical Thinking Community, 2013), who defined it as “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities and a commitment to overcoming our native egocentrism and sociocentrism” (para. 4). Because graduate students are moving beyond being simply consumers of knowledge to learning how to make meaningful contributions to that knowledge, it is particularly important that they cultivate strong critical-thinking skills.
Like critical reading, critical thinking is an active process, and with practice one can develop the skills needed to do it m.
Your responses to your classmates must be substantive. Share ide.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Information literacy is a collection of skills that requires people to recognize when data is required and effectively find, analyze, and use that information. Information literacy is an essential life skill we all acquire. It involves evaluating the credibility of the sources if there is more reading or information to seek, asking who the author is, and other such information.
Concepts
Information literacy is described as the ability to recognize a need for information and locate, analyze, and use that knowledge morally and responsibly for a specific purpose. Knowledge literacy, on the other hand, is essential in every area of life. Being knowledge literate will assist you in conducting analysis, identifying appropriate sources for determining and comparing goods objectively to discover the excellent value, and problem-solving creatively (Thompson, 2007).
Concepts
1
.
Research as inquiry
: Asking questions is at the heart of the research process. Solid research queries are fluid, changing in response to the findings of the research background. The value of the theoretical framework should improve as our knowledge of the research subject develops.
Scholarship as conversation:
Experts in a field collaborate to exchange knowledge, discuss concepts, and better understand the subject matter. They often debate each other's ideas and seek other researchers' perspectives in their fields to put their theories to the test.
Information creation as a process
: Because of the intent of its layout, information is displayed in a variety of formats. It will be easier to choose suitable sources if you consider the method of information type development (Thompson, 2007).
Need for information literacy for college student
Information literacy helps me keep up with the ever-changing information landscape. It will help me verify and vet the correct data to look for or the most suitable sources to use. The skills I have obtained are essential in determining when I need information, analyze it, evaluate, and have courage in my ability to use the information creatively, effectively, and ethically. The skills will help me in seeking out opportunities to learn new things (Lloyd & Williamson, 2008).
Application to personal or professional life
Information literacy and concepts can produce "employees who can recognize and understand the central place. It helps in the integration and uses a variety of information from diverse print and digital sources. I will use the skills in the analysis of the inform.
Information Fluency Strategies and Practices to Help Enhance Critical Thinkin...St. Petersburg College
Information fluency is the intersection of information literacy, computer literacy and critical thinking and is a “must” for participants of the 21st century. Mairn explores a variety of resources, research tools, and tips that can be integrated into course management systems and/or traditional classroom settings to help build fluency and develop critical thinking. These tools range from using real-time web/mobile services like Twitter to using conventional econtent more creatively and other tools/services to construct a learning environment — online or face-to-face — that is conducive to information discovery, sharing, and lifelong learning.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
Your responses to your classmates must be substantive. Share i.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Before this class, I was not familiar with the term “information literacy”. I did previously take a class called “Digital Literacy” which was based on how to use digital media in order to be able to gain information and complete tasks. I look at this class as somewhat similar, but more relating to finding information that may not be digital or available online. The textbook defines digital literacy as “the ability to identify a need for information and successfully locate, evaluate, and use that information ethically and legally for a determined purpose.” (von Winckelmann, 2015, 1.1). The first module of the textbook helped me to better understand exactly what information literacy is, and how to utilize the concepts.
The Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), developed an information literacy framework that identifies six threshold concepts meant to guide students in the process of becoming lifelong learners through the acquisition of information literacy skills (von Winckelmann, 2015, 1.1). The ACRL’s six threshold concepts are Research as Inquiry, Scholarship as Conversation, Information Creation as a Process, Searching as Strategic Exploration, Authority is Constructed and Contextual, and Information has Value (von Winckelmann, 2015, 1.1). The concept of research as inquiry is that the research process is all about asking and answering questions. Scholarship as conversation means that “Experts within a field communicate to share information, debate their ideas, and gain understanding. They often contest each other’s ideas and seek out the opinions of other scholars within their fields to test these ideas (von Winckelmann, 2015, 1.1). Information creation as a process is the idea that research and gathering information is fluid and may change based on the needs of the writer and what questions they need to answer. Searching as strategic exploration recognizes that most research questions or topics may require information and data from several sources and that searching for accurate information can be a process. Authority is constructed and conventional reminds people that not all information and sources are created equal, and the validity of sources must be investigated. Lastly, the concept that information has value means that research findings and conclusions need to be properly represented through citations and copyrights.
In addition to the 6 concepts presented in section 1.1, the textbo.
Responses to Other Students Respond to at least 2 of your fellow .docxronak56
Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 40-50-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
DISCUSSION 1
What did you learn that you did not already know?
This has been like some of the other material that we have covered. I have had exposure to many of the concepts in my master’s program but with this material I am provided both reinforcement of those concept understandings and present new perspectives on them. The from Management Information Systems: Managing the Digital Firm was particularly helpful. Material such as this can often require several iterations of review to begin to develop an understanding of how it can be applied. I have had exposure to similar material but being able to understand how to apply these concepts benefits considerably form exposure to new sources. This material is not abstract but at times being able to apply it in a practice manner almost does seem abstract. Being able to read this material helps me solidify thoughts and ideas on how to concretely implement them in real life situations, this type of process for me is something that requires deeper understanding of the “theory of operations”, for a lack of better words. In course I have gotten a lot of that.
What are some problems that are apparent in the field?
I am going to inject some major bias at this point as my masters was in software engineering and focused on enterprise architecture, IT systems research, software project management, and object-oriented paradigm. To me one of the biggest problems in the industries I have been in is shear negligence in researching the concepts of what software engineering is and how to manage information systems or information technology. The decision-making process is often left to those who have no technical background, two who’s motivations are at best questionable, and three have no concept of the magnitude or time line of projects. There is an abundant source of research, magazines, and various other forms of literature explicitly addressing these things in a practical manner oriented strictly towards helping organizations undertake such endeavors. I by no means consider myself to be an expert but I often find myself in a situation where I ask what should be some basic questions about projects and in return I receive an answer akin to “what are you talking about” or “I have never heard of that” or “I don’t know I never thought about that”.
What are might be some opportunities for research on the topics covered and how might you perform the appropriate research?
The above rant was a segue into this section because I feel that big data is becoming more prevalent and both the elements of software engineering and systems for big data could become victim to similar issues as stated before. Some issues for research in software engineer ...
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
2-2Week 2 AssignmentThe Process of Critical ThinkingOver.docxnovabroom
2-2
Week 2 Assignment
The Process of Critical Thinking
OverfamiliaritSecondy with an idea can lead you to accept the information as true without questioning it. Have you ever spilled salt and then had to throw a pinch of it over your left shoulder? Are you afraid that whistling in the dark will cause bad things to happen? Have you ever wondered where superstitious behaviors originated and why they are present today? When you begin to ask why, you have started the critical-thinking process.
To extend that mode of thinking beyond the exploration of superstitions, critical thinking as part of scholarly work allows you to separate “truth” from existing opinions and biases. In the following Assignment, you will examine the process of critical thinking by identifying your beliefs, your factual knowledge, and how you can separate the two.
To Prepare for this Assignment:
Review the reading in this week’s Learning Resources.
The Assignment (1-page):
Write a short paragraph that would be considered an opinion. Write a second paragraph that would be considered a fact. Explain the differences between the two paragraphs. Explain how a reader would know if one statement is opinion and the other factual. Provide support in the research literature for the factual statement.
Critical reading and critical thinking are intertwined; one cannot quite do one without the other. Kurland (2000) noted that critical reading is about discovering information whereas critical thinking is about evaluating it. Various authors have offered different definitions of the critical-thinking process. Among the most useful definitions is the one provided by Scriven and Paul, who defined it as:
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. (1987, para. 1)
Another useful definition was provided by Elder (as cited in Critical Thinking Community, 2013), who defined it as “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities and a commitment to overcoming our native egocentrism and sociocentrism” (para. 4). Because graduate students are moving beyond being simply consumers of knowledge to learning how to make meaningful contributions to that knowledge, it is particularly important that they cultivate strong critical-thinking skills.
Like critical reading, critical thinking is an active process, and with practice one can develop the skills needed to do it m.
Your responses to your classmates must be substantive. Share ide.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Information literacy is a collection of skills that requires people to recognize when data is required and effectively find, analyze, and use that information. Information literacy is an essential life skill we all acquire. It involves evaluating the credibility of the sources if there is more reading or information to seek, asking who the author is, and other such information.
Concepts
Information literacy is described as the ability to recognize a need for information and locate, analyze, and use that knowledge morally and responsibly for a specific purpose. Knowledge literacy, on the other hand, is essential in every area of life. Being knowledge literate will assist you in conducting analysis, identifying appropriate sources for determining and comparing goods objectively to discover the excellent value, and problem-solving creatively (Thompson, 2007).
Concepts
1
.
Research as inquiry
: Asking questions is at the heart of the research process. Solid research queries are fluid, changing in response to the findings of the research background. The value of the theoretical framework should improve as our knowledge of the research subject develops.
Scholarship as conversation:
Experts in a field collaborate to exchange knowledge, discuss concepts, and better understand the subject matter. They often debate each other's ideas and seek other researchers' perspectives in their fields to put their theories to the test.
Information creation as a process
: Because of the intent of its layout, information is displayed in a variety of formats. It will be easier to choose suitable sources if you consider the method of information type development (Thompson, 2007).
Need for information literacy for college student
Information literacy helps me keep up with the ever-changing information landscape. It will help me verify and vet the correct data to look for or the most suitable sources to use. The skills I have obtained are essential in determining when I need information, analyze it, evaluate, and have courage in my ability to use the information creatively, effectively, and ethically. The skills will help me in seeking out opportunities to learn new things (Lloyd & Williamson, 2008).
Application to personal or professional life
Information literacy and concepts can produce "employees who can recognize and understand the central place. It helps in the integration and uses a variety of information from diverse print and digital sources. I will use the skills in the analysis of the inform.
Information Fluency Strategies and Practices to Help Enhance Critical Thinkin...St. Petersburg College
Information fluency is the intersection of information literacy, computer literacy and critical thinking and is a “must” for participants of the 21st century. Mairn explores a variety of resources, research tools, and tips that can be integrated into course management systems and/or traditional classroom settings to help build fluency and develop critical thinking. These tools range from using real-time web/mobile services like Twitter to using conventional econtent more creatively and other tools/services to construct a learning environment — online or face-to-face — that is conducive to information discovery, sharing, and lifelong learning.
Similar to Oracle of the Delphi Study Guidebook (20)
Macrochunking & Inverting the Learning Pyramid: Lessons from Our Second ALG T...Katie Shepard
This presentation, given with Dr. Dee McKinney on April 14, 2019, at the University System of Georgia Teaching & Learning Conference in Athens, GA, details a new technique for instructional design - applying the Alexandra Sokoloff screenwriting method to organizing course materials. Using our new techniques of macrochunking (creating thematic units for a Western Civilization course in lieu of a linear, timeline focus) and using an inverted learning pyramid (choosing unit themes, then subtopics of events, primary sources, locations, and intellectual ideas, to illustrate that theme), this course was redesigned using the Sokoloff method as part of Affordable Learning Georgia's Textbook Transformation Grants which fund the creation of low to no-cost course materials for college courses.
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Azure Interview Questions and Answers PDF By ScholarHat
Oracle of the Delphi Study Guidebook
1. “Oracle of the Delphi Study” Deck
The deck is organized by each of the six core concepts of the “Framework for Information Literacy
for Higher Education”;¹ there is a card for each, and cards for related concepts.
It is our hope that this deck can be used as a tool for critical self-reflection to help us as librarians
stay engaged with professional ethics, scholarship, and instruction in a way that is creative,
curious, and mindful. It is through this kind of conscious engagement that we are able to help the
next generation of researchers develop the skills necessary to become thoughtful, discerning, and
ethical information consumers and contributors.
How to Use the Cards & Guidebook
Shuffle the deck several times and then choose a card/cards at random. Think about how the
concepts represented on the cards are interconnected.
For inspiration:
● Find the corresponding prompts in the guidebook and consider the prompts and questions
● Think about which frame/frames best relate to the concept
● Pull an additional card for a different perspective
Note: If you pull a card you don’t connect with, choose a new one! There are no rules.
You can expand your thoughts further by writing in a journal or discussing with a colleague. Or, if
you are using it in instruction, by posing the prompts to the students and have them either discuss
or journal their own ideas.
Resources
¹"Framework for Information Literacy for Higher Education", American Library Association,
February 9, 2015. http://www.ala.org/acrl/standards/ilframework (Accessed October 21, 2020)
Document ID: b910a6c4-6c8a-0d44-7dbc-a5dcbd509e3f
Contact Us
Katie Shepard
Web Services Librarian, Mercer University
shepard_ke@mercer.edu
Molly Kernan
Catalog & Government Information Librarian, Mercer University
kernan_mr@mercer.edu
1
2. “Oracle of the Delphi Study” Deck
Authority is Constructed and Contextual
2
Card Prompts Keywords
What is authority? How would I define it?
What types of authorities exist in this subject area?
What types of authorities are recognized by the
different communities within this subject?
Are the "standard" authorities for this subject enough,
or are there different or diverse voices I can seek out to
balance the weight of tradition?
Tradition
Power
Explore Different
Voices
What makes an authority trustworthy?
How do I determine which authorities to trust?
When am I able to trust my own knowledge about a
subject?
Can I trust myself to think critically about the
authorities I rely on?
Question
Think Critically
Trust Yourself
What makes someone an expert?
What do I do when experts in the same field disagree or
offer conflicting information?
How do I hold experts accountable to the standards of
my field?
When do I question an expert's opinion, and when do I
take them at their word?
Accountability
Application of
Standards
Credibility
Qualifications
Why should I think critically about my sources?
How does my research benefit from critical
examination of the various authorities in my field?
How do I think critically while maintaining an open
mind?
Informed
skepticism
Self-evaluation
Open-mindednes
s
3. “Oracle of the Delphi Study” Deck
3
Where might biases exist in the communities that
confer authority?
How do my own privilege/biases influence my
understanding of certain authorities?
Is this authority drowning out other voices?
What do I need to think about when examining an
authority through the lens of privilege?
Bias
Influence
Self-awareness
Responsibility
4. “Oracle of the Delphi Study” Deck
Information Creation is a Process
4
Card Prompts Keywords
What are some different processes of information
creation in my discipline?
How have these processes evolved over time, and what
might they look like in the future?
What effect does the process have on the final
product?
Evolution
Process
What are the appropriate formats for my research area
or discipline?
What are some benefits/drawbacks to these formats?
How do these formats affect the way I interpret/use the
information?
Do I make assumptions about quality or authority based
on format?
Interpretation
Assumption
Quality
Structure
How are information creations valued differently in
different contexts?
Are certain elements of the creation process more
important in some contexts than others?
How do current methods of creation fit into the
accepted context of traditional methods (eg.
born-digital versus print publishing)?
Value
Comparison
Tradition
5. “Oracle of the Delphi Study” Deck
5
Am I aware of how my choices impact the way my
information creation is used?
Is the message being conveyed to the users of my
product the one that I intended?
How can I cultivate comfort with change through the
information creation process?
Choices
Changes
Is this creation process a good fit for the need I am
trying to fill?
Is the format I'm using appropriate for this topic?
Does the creation process have to be a fresh idea or can
it be iterative?
Fresh
Iteration
6. “Oracle of the Delphi Study” Deck
Information Has Value
6
Card Prompts Keywords
What does value mean in the information world?
What sort of value do I assign to my own work?
What sort of value does the information world place on
my work?
How do I ensure that I always respect the value of
others' original ideas?
Value
Respect
Originality
What is my current role in the information marketplace?
Consumer, producer, or both?
How does my role as a consumer influence the way I
assign value to information?
How can I ensure that I make ethical choices when it
comes to consuming information?
Consumer
Producer
Ethical
What are some different factors that influence the
production and dissemination of information?
How can this influence be wielded to silence or
marginalize certain voices?
How can I use my own influence as a creator of
information to effect change/lift up marginalized
voices in the community of scholarship?
Power
Leverage
Marginalized
voices
7. “Oracle of the Delphi Study” Deck
7
How does treating information as a commodity affect
the type of value we assign to it?
How does the commodification of information affect
issues of accessibility?
Does the cost of an information product affect my
perception of its academic value?
Am I diligent about protecting my personal information?
Why is it important?
Accessibility
Perception
Protection
What are the different ways we value information
monetarily versus the work required to produce it?
Am I mindful of the time and effort required to create
the information I consume?
Am I appreciative of the time and effort I put into my
own work?
Cost vs. Effort
Appreciation
Self-worth
8. “Oracle of the Delphi Study” Deck
Research as Inquiry
8
Card Prompts Keywords
Why is it important to identify gaps in knowledge or
weaknesses of sources?
Does this mean the information is still valid or usable?
Do I consider multiple perspectives in my inquiry
process?
How do I react when my research brings me information
I disagree with?
Questions
Refine
Investigate
When researching, am I considering non-typical
sources?
Why is it important to look beyond the first search
results when researching?
How do I define an ethical process for gathering
information?
What are some ways to break down complex questions
and topics into smaller, more answerable inquiries?
Gather
Explore
Discover
Do I maintain an open mind when considering
information I didn't expect or disagree with?
Why does a critical stance matter when evaluating
information that I agree with?
When can we bring about positive results from conflict?
Agree
Disagree
9. “Oracle of the Delphi Study” Deck
9
What criteria is important for evaluating information?
What do I do when evaluating information to
acknowledge my bias and work to minimize its effect?
How does considering the limits of my own experience
and knowledge affect how I evaluate a source?
Criteria
Analysis
Bias
Intellectual
Humility
What steps should I take to ensure that synthesizing
information includes giving proper credit to a source?
How does ambiguity positively affect my research
process?
What is the ethical way to present the opposing point of
view to my own research?
How does the way I organize information affect how it is
understood?
Ambiguous
Credit
Discomfort
When should theoretical research include practical
application?
How do I let my curiosity and creativity guide my
research?
How do I determine the scope of a research project?
How do I know when I have fully answered a research
question?
Scope
Solutions
10. “Oracle of the Delphi Study” Deck
Scholarship as Conversation
10
Card Prompts Keywords
Where are some different places in my research area
that scholarly conversations are taking place?
What are some different ways that I can participate in
these conversations?
Where do I fit into these conversations currently?
Where will I fit into these conversations in the future?
Participation
Response
Belonging
What is my current perspective on conversations in my
research area?
How has the general scholarly perspective in my area
changed over time?
Am I okay with the idea that my perspective may change
over time?
What is my current comfort level with seeking out
perspectives that differ from the ones I am familiar
with?
Change
Unique Voices
Different
Perspectives
What are some barriers that prevent people from
joining scholarly conversations?
Am I acting in a way that helps to prop up these
barriers?
How can I work to dismantle barriers I encounter that
prevent me or others from participating?
What are the systemic issues at the root of these
barriers?
Exclusion
Privilege
Self-analysis
11. “Oracle of the Delphi Study” Deck
11
How often do I listen or read without rushing to
judgment?
How important is context in scholarly conversation?
When is it appropriate to suspend my judgment, and
when is it time to ask questions?
How comfortable am I with trusting my own judgment
when evaluating an idea/argument?
Listening
Suspension
Context
Evaluation
What is my current level of understanding when it
comes to the language of my discipline?
When is jargon useful/helpful?
Is the use of jargon always a reliable indicator of one's
readiness to join the conversation?
How is jargon used as a barrier to
participation/engagement in scholarly conversation?
Barriers
Gatekeeping
Imposter
Syndrome
How aware am I of the gray areas in my research?
Is there a "correct" end to a given conversation?
Likewise, is there an uncontested answer to my current
question?
How do I break out of "black and white" thinking?
Competing
perspectives
Nuance
Multifaceted
conversations
12. “Oracle of the Delphi Study” Deck
Searching as Strategic Exploration
12
Card Prompts Keywords
How can I incorporate flexible strategies for searching
for information?
What are some tools I can apply to my search strategies
to change my results?
Why is a plan for a search helpful?
When can sticking only to a search plan be harmful?
Strategies
Planning
Balance
How does stumbling upon an unexpected source affect
my searching approach going forward?
Does serendipitous discovery influence my choices for
what information to use?
When is a broad search and browse method helpful to
research?
Discover
Browse
Unexpected
What are some methods for finding alternative search
terms or strategies?
In what ways can I evolve my research topic as I search
for information?
How can I creatively bridge the gap between an
information need and successfully locating a solution?
Alternatives
Evolution
Ingenuity
13. “Oracle of the Delphi Study” Deck
13
When do I need guidance?
Whom can I ask for help when searching for relevant
information?
How do I determine who to ask for guidance?
Assistance
Direction
How do I keep track of my research?
When do I have enough information gathered to begin
analyzing and synthesizing?
How do I prioritize sources as being useful to my
research?
Structure
Form
What skills are needed to understand how information
systems are organized?
Are there ways to mitigate the intimidating nature of
using complex information systems?
How does a patron's previous experience affect the way
I assist them with searching for information?
How do I feel about searching for information?
Library Anxiety
Perception
How can I develop the skills to be mentally flexible when
searching is not straightforward or productive?
How can I creatively restructure a search that is not
providing the needed results?
When is it more important to ask for guidance than to
persist?
Flexibility
Restructure
Perseverance