My Thesis Available on QUT ePrints

http://eprints.qut.edu.au/89685

My thesis, Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes, is now available via Queensland University of Technology's ePrints.

Presenting Data Informed Learning

On Monday, I presented a poster (co-authored with Lisa Zilinski from Carnegie Mellon University) at the ASIS&T Annual Meeting on data informed learning. Based on informed learning (Bruce, 2008), data informed learning shifts the focus from acquiring generic data-related skills to learning how to use data in disciplinary contexts. The aim of this project is to develop a data literacy framework for higher education that places learning about using data in the context of disciplinary learning. The attendees I talked to at the poster session suggested that we are on the right track. Teachers, in particular, understood the benefits of learning to use data as part of a broader context. Paper to come!

Bruce, C. S. (2008). Informed Learning. Chicago, IL: American Library Association.

Upcoming - Data Informed Learning Poster at ASIS&T

I will be presenting a poster with my colleague, Lisa Zilinski from Carnegie Mellon, on data informed learning at the ASIS&T Annual Meeting this year. The meeting will be held in St. Louis, MO. from November 6-10, 2015.

Data informed learning is a a new framework we are developing for data literacy that emphasizes how data is used in context. More about data informed learning can be found on the International Information Literacies Research Network site.

"It's in the Syllabus" - New Article Now Available

My new article with Jake Carlson (U. of Michigan), Maribeth Slebodnik (U. of Arizona), and Bert Chapman (Purdue U.):

“It’s in the syllabus”: Identifying information literacy and data information literacy opportunities using a grounded theory approach.

can be dowloaded for free for the next 50 days from:

http://authors.elsevier.com/a/1RNVZMYb61ggX

In this research, we examined undergraduate and graduate nutrition science and political science syllabi using a grounded theory approach to determine how information literacy and data information literacy are addressed through departmental curricula. Findings suggest that using information and data are related to other concepts emphasized in the curriculum, such as developing a professional identity or adopting various ways of thinking associated with the field.

Full citation: 
 
Maybee, C. Carlson, J., Slebodnik, M. & Chapman, B. (2015). “It’s in the syllabus”: Identifying information literacy and data information literacy opportunities using a grounded theory approach. The Journal of Academic Librarianship, 41(4), 369-376.

Social Media in a Statistical Literacy Course - New Article Out!

My colleagues and I have a new article out in a special issue of the Journal of Faculty Development. The theme of the special issue is: Social Media in Pedagogy and Practice: Networked Teaching and Learning:

Article title: Statistical Literacy Social Media Project for the Masses
Authors: Gundlach, Ellen; Maybee, Clarence; O'Shea, Kevin
Volume 29, Number 2, May 2015 

Abstract: This article examines a social media assignment used to teach and practice statistical literacy with over 400 students each semester in large-lecture traditional, fully online, and flipped sections of an introductory-level statistics course. Following the social media assignment, students completed a survey on how they approached the assignment. Drawing from the authors’ experiences with the project and the survey results, this article offers recommendations for developing social media assignments in large courses that focus on the interplay between the social media tool and the implications of assignment prompts.

USQ Salon: Clarence Maybee interview 21 April 2015

 

Published on Apr 22, 2015

How IMPACT works? reparing Today’s Learners: The Role of Information Literacy in the Adoption of Innovative Pedagogies. Assistant Professor Clarence Maybee speaks with Professor Helen Partridge (University of Southern Queensland, Australia) Pro Vice-Chancellor (Scholarly Information and Learning Services) 21 April 2015 (6mins 6secs)*

Presentation at the University of Southern Queensland in Toowoomba, Australia.

I gave this presentation at the University of Southern Queensland in Toowoomba, Australia on April 20, 2015 as part of the Salon Series. The presentation described how Purdue University supports teachers developing new classroom experiences through an educational initiative called Instruction Matters: Purdue Academic Course Transformation (IMPACT), which draws together expertise from areas of specialization throughout the campus to support course transformation. I discussed two beneficial aspects of Purdue’s approach to this work:

• The creation of productive partnerships between teachers, instructional designers, instructional technologists and librarians, whose separate skill sets combine to make a stronger course.
  
• The practice of leveraging information literacy as a support for innovative pedagogic approaches.

Slides of the presentation are available via Purdue's ePubs at http://docs.lib.purdue.edu/lib_fspres/92/

My Final Seminar Presentation

Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes. Final Seminar presentation by Clarence Maybee held on April 13, 2015 at Queensland University of Technology in Brisbane, Australia.