Toward informed leadership: Teaching students to make better decisions using information

Abstract

Studies have shown that introducing additional information without context leads to worse decision-making. Informed leadership is the purposeful integration of information into decision management. This paper reframes information literacy as decision management using elements of evidence-based management. It highlights strategies such as decision awareness, process creation, and decision practice, and approaches for purposeful application in the information literacy classroom.Stonebraker 3

Productive Student-Teacher Interaction On The Virtual Market Of Educational Services

“…Some modules of financial https: //dx.doi.org/10.15405/epsbs.2018.09.02.13 Corresponding Tamara I. Borovkova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 114 competence improvement (like "Personal master's finance") proposed as a base of management by the students were included into the programme "Financial and business activity of students trained for the master's degree" in Pedagogy". This is an example of how important is information literacy in terms of "driving the process of students' making financial management decisions (Stonebraker, 2016).…”

“…The social nature of educating and developing a personality puts forward the principles of an orientation to group teaching forms, cooperative learning, variety of interaction forms, interpersonal relationships and communication, increasing of a personality's origins and, simultaneously, their cooperative activity. For this reason, education and social networking relations are gaining momentum (Holmén & Ljungberg, 2014, Stonebraker, 2016.…”

Evidence-based decision-making: awareness, process and practice in the management classroom

“…To the best of our knowledge of the literature, EBMgt has yet to be implemented in an introductory management course until this publication. Citing a need for more implementation of decision-making, Stonebraker explored evidenced-based management as frameworks to reframe information literacy education (Stonebraker 2016). The author drew upon their best practices that they had used in their own classroom, but at the time of writing had yet to redesign an entire information literacy course based upon the informed leadership framework, and had no assessment of the decision management framework from the student side.…”

“…In terms of storage size, this means that data will grow to a size of 5,200 gigabytes for every human on earth by the year 2020 (Gantz & Reinsel, 2012). More information, without having the context of meaning and learning, can actually create students who are overconfident in their decision-making (Jones 2014;Meehl 1954;Stonebraker 2016).…”

Information Literacy Skills Assessment in Digital Crisis Management Training for the Safety Domain: Developing an Unobtrusive Method

“…Endsley (2000) stated that having more data (i.e., available new information) does not necessarily equal having more information, thereby emphasizing the importance of being information literate. Stonebraker (2016) clarified that more data can offer more information, but only if the data is "analyzed" properly and put into perspective. In other words, the same piece of information can imply different meanings, depending on what else is known about the situation: It is highly dependent on the situation how a specific piece of information feeds into the decision-making process (Veiligheidsregio Twente, 2015).…”