What Do Undergraduate Course Syllabi Say about Information Literacy?

McGowan, Britt; Gonzalez, Melissa; Stanny, Claudia J.

doi:10.1353/pla.2016.0040

Cited by 12 publications

(17 citation statements)

References 15 publications

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“…Brodsky 2017 2007, and Dinkelman (2010). Another study reviewed all courses for undergraduate students in one semester to determine their alignment with the ACRL standards (McGowan et al 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Curriculum Data Deep Dive: Identifying Data Literacies in the Disciplines

Klenke

Schultz

Tokarz

et al. 2020

JeSLIB

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Objective: Evaluate and examine Data Literacy (DL) in the supported disciplines of four liaison librarians at a large research university. Methods: Using a framework developed by Prado and Marzal (2013), the study analyzed 378 syllabi from a two-year period across six departments-Criminal Justice, Geography, Geology, Journalism, Political Science, and Sociology-to see which classes included DLs. Results: The study was able to determine which classes hit on specific DLs and where those classes might need more support in other DLs. The most common DLs being taught in courses are Reading, Interpreting, and Evaluating Data, and Using Data. The least commonly taught are Understanding Data and Managing Data skills. Conclusions: While all disciplines touched on data in some way, there is clear room for librarians to support DLs in the areas of Understanding Data and Managing Data.

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Section: Literature Reviewmentioning

confidence: 99%

Curriculum Data Deep Dive: Identifying Data Literacies in the Disciplines

Klenke

Schultz

Tokarz

et al. 2020

JeSLIB

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“…The overall purpose of these research studies was to coordinate library IL instruction with course and faculty expectations. Investigators hoped the results would identify opportunities for, and find gaps in, IL instruction (Alcock & Rose, 2016;Dinkleman, 2010;Jeffrey et al, 2017;Smith et al, 2012) and better collaboration with faculty (Dubicki, 2019;Lowry, 2012;McGowan et al, 2016;Stanny et al, 2015;. Several articles discussed the place of library IL in overall curriculum development, and looked for ways to scaffold, embed, or tier instruction (Beuoy & Boss, 2019;Boss & Drabinski, 2014;Dinkelman, 2010;VanScoy & Oakleaf, 2008;Willingham-McClain, 2011).…”

Section: Purpose Of Research (Table 1 Characteristics)mentioning

confidence: 99%

“…Several articles discussed the place of library IL in overall curriculum development, and looked for ways to scaffold, embed, or tier instruction (Beuoy & Boss, 2019;Boss & Drabinski, 2014;Dinkelman, 2010;VanScoy & Oakleaf, 2008;Willingham-McClain, 2011). Also, aligning course objectives with IL standards or institutional IL standards was present in several articles (Willingham-McClain, 2011;Beuoy & Boss, 2019;McGowan et al, 2016;Dubicki, 2019). Identifying IL components of disciplinary competencies was key in accounting (Lowry, 2012), nursing , biology (Dinkleman, 2010) and other disciplines (Maybee et al, 2015;.…”

Section: Purpose Of Research (Table 1 Characteristics)mentioning

confidence: 99%

“…In the first paper, IL was a piece of the overall evaluation and the study was a collaboration between the librarian and institutional entities evaluating syllabi for best practices (Stanny et al, 2015). The same data set was examined more closely for IL outcomes in the second article (McGowan et al, 2016). The smallest set was 13 syllabi from Chemistry courses (Alcock & Rose, 2016) compared to 35 syllabi retrieved from History courses.…”

Section: Academic Units Number Grad/undergrad (Table 1 Characteristics)mentioning

confidence: 99%

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Syllabus Mining for Information Literacy Instruction: A Scoping Review

Butler

Calcagno

2020

EBLIP

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Background - The course syllabus is a roadmap to curriculum development and student learning objectives providing valuable information to assist library instruction. This scoping review examines research that uses syllabus mining to track Information Literacy concepts and skills in academic settings. Objectives - The present study uses a scoping methodology to examine syllabus mining of Information Literacy with the focus of analysis on the methodologies employed in syllabus review and the recommendations from the studies. Design - Searches of databases of literature from librarianship and education, as well as a multidisciplinary database, yielded 325 journal articles. Inclusion criteria specified peer-reviewed articles from any year, and excluded grey literature. After removing duplicates, 2 reviewers screened titles and abstracts and reviewed full text, yielding 17 studies to analyze. Results - Characteristics of the included studies, methodology, and recommendations were charted by two reviewers. All studies reported retrieving information that increased opportunities for collaboration with instructors and targeted engagement with students, and seven themes were identified. Conclusions - Instructional librarians should be encouraged to conduct syllabus studies to increase collaboration with faculty to develop coursework, to meet student information needs in a strategic manner, and to identify discipline-specific Information Literacy concepts.

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“…McGowan, Gonzalez and Stanny (2016) looked at undergraduate syllabi at the University of West Florida to determine which courses had an information literacy learning outcome and some of these included business courses. Smith, Doversberger, Jones, Ladwig, Parker, and Pietraszewski (2012) analyzed syllabi from the University of Notre Dame as a method for developing reaching out to faculty.…”

Section: Syllabus Studiesmentioning

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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What Do Undergraduate Course Syllabi Say about Information Literacy?

Cited by 12 publications

References 15 publications

Curriculum Data Deep Dive: Identifying Data Literacies in the Disciplines

Curriculum Data Deep Dive: Identifying Data Literacies in the Disciplines

Syllabus Mining for Information Literacy Instruction: A Scoping Review

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

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