Discipline Specific Information Literacy in Higher Education
Type of Presentation
Poster Session
Conference Strand
Outreach and Partnership
Target Audience
Higher Education
Second Target Audience
Higher Education
Location
Session 2
Relevance
The University System of Georgia proposed to change the general education requirements in the upcoming school year. A component of these changes involve several core classes. These class will need to find a way to infuse information literacy into their curriculum. This new mandate will change course outcomes and assessments. This project includes the following disciplines: biology, land management, psychology, and chemistry.
Abstract
This study explores the lessons learned of faculty participating in an Affordable Learning Georgia grant. The grant initiative focuses on reducing costs of textbooks and the enhancement of Georgia’s Virtual Library. The project built on an original project created by Huffman and Bernstein (2016), titled Foundations of Information Literacy.
Four faculty members at Abraham Baldwin Agricultural College self-selected to participate in this grant. Each member created a chapter with research activities for their senior capstone courses in spring 2021. The librarian also wrote a chapter addressing issues as they relate to the ACRL frame ”Research as Inquiry” and the criteria for social science and STEM related information literacy.
During the grant, each faculty participant produced one chapter on the ACRL frame “Research as Inquiry”. The four faculty members were from the following disciplines: Psychology, Biology, Chemistry, and Land Management. The chapter included in course activities that demonstrated examples of how best to address this ACRL frame in the curriculum. After the completion of the chapter, faculty members were interviewed over Zoom during the summer of 2021. The research questions were addressed in the interviews:
RQ1: What are the faculty members' perceptions of the information literacy ACRL frame “Research as Inquiry”?
RQ2: What was the most helpful resource to the faculty members?
RQ3: What are some information literacy issues for your discipline?
Presentation Description
This is a poster presentation reveals finding from interviews on faculties perceptions of information literacy relative to creating an Open Education Resource to address new general education curriculum changes. Faculty wrote chapters that will be housed in Galileo Open Education Learning repository. After the grant was completed faculty were interviewed about their perceptions on information literacy and how it impacts their field of study.
Keywords
information literacy, curriculum, biology, chemistry, land management, psychology
Publication Type and Release Option
Event
Recommended Citation
Clark Hunt, Laura K., "Discipline Specific Information Literacy in Higher Education" (2022). Georgia International Conference on Information Literacy. 37.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/37
Discipline Specific Information Literacy in Higher Education
Session 2
This study explores the lessons learned of faculty participating in an Affordable Learning Georgia grant. The grant initiative focuses on reducing costs of textbooks and the enhancement of Georgia’s Virtual Library. The project built on an original project created by Huffman and Bernstein (2016), titled Foundations of Information Literacy.
Four faculty members at Abraham Baldwin Agricultural College self-selected to participate in this grant. Each member created a chapter with research activities for their senior capstone courses in spring 2021. The librarian also wrote a chapter addressing issues as they relate to the ACRL frame ”Research as Inquiry” and the criteria for social science and STEM related information literacy.
During the grant, each faculty participant produced one chapter on the ACRL frame “Research as Inquiry”. The four faculty members were from the following disciplines: Psychology, Biology, Chemistry, and Land Management. The chapter included in course activities that demonstrated examples of how best to address this ACRL frame in the curriculum. After the completion of the chapter, faculty members were interviewed over Zoom during the summer of 2021. The research questions were addressed in the interviews:
RQ1: What are the faculty members' perceptions of the information literacy ACRL frame “Research as Inquiry”?
RQ2: What was the most helpful resource to the faculty members?
RQ3: What are some information literacy issues for your discipline?
