Prospecting for new collaborations: mining syllabi for library service opportunities

Williams, Lisa; Cody, Sue Ann; Parnell, Jerry

doi:10.1016/j.acalib.2004.04.009

Cited by 28 publications

(16 citation statements)

References 3 publications

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“…Three classes required country reports, which have to do with setting up a business in another country. This topic has economic data considerations such as currency exchange rates, and how to price goods and services in other countries ( (Williams et al, 2004).…”

Section: Observationsmentioning

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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Section: Observationsmentioning

confidence: 99%

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

Brodsky

2017

IJoL

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“…From the study of business syllabi, the author was able to develop strategies for outreach and improving service to the students and faculty in the business administration program. According to Williams, Cody, and Parnell (2004) "the key to embedding the library into the student experience is to be an integral part of the course work.The most detailed evidence of what that coursework entails is the syllabus". Smith, Doversberger, Jones, Ladwig, Parker, and Pietraszewski (2012) conducted a syllabus study to identify those courses which might benefit from library instruction that are not currently utilizing these services.…”

Section: The Empirical Articlesmentioning

confidence: 99%

Taking or Not Taking a Class: Students’ Perceived Physiognomies Associated with Syllabi

Motameni¹,

Rice²,

LaRosa³

2015

IJMS

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This paper has tried to reconcile and synthesize the existing literature on course syllabi and create an interconnected and cohesive conceptual framework capable of bringing together the findings of previous conceptualization. The spin-off objectives involved conducting a survey to establish the students' overall perceptions regarding the course syllabi in general and the most recent syllabi they have been exposed to in particular. More importantly, we wanted to find out if the students' current perceptions were significantly different from an ideal syllabus perception and whether students' gender, ethnicity, academic standing, option, time of class, and class structure (i.e., regular vs. totally online) influenced students' perception of a syllabus. This study identified four factors contributing to an ideal syllabus. This study extended the previous research on syllabi because no other study has focused on syllabus format and its visual presentation. The findings suggest that alternative strategies should be used to communicate syllabus information.

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“…These tools can also be integrated into the university' s courseware to provide more customized library research assistance, serving as a way of getting a toe in the door of classes for which there was not previously any library instruction. 7 According to Williams, Cody, and Parnell (2004), the "key to embedding the library into the student experience is to be an integral part of the course work. The most detailed evidence of what that coursework entails is the syllabus.…”

Section: Featurementioning

confidence: 99%

Using Course Syllabi to Uncover Opportunities for Curriculum-Integrated Instruction

Smith¹,

Doversberger²,

Jones³

et al. 2012

Reference &Amp; User Services Quarterly

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Prospecting for new collaborations: mining syllabi for library service opportunities

Cited by 28 publications

References 3 publications

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

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

Taking or Not Taking a Class: Students’ Perceived Physiognomies Associated with Syllabi

Using Course Syllabi to Uncover Opportunities for Curriculum-Integrated Instruction

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