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.
Sunday, August 16, 2015
Friday, July 17, 2015
"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.):
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.
“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:
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.
Sunday, May 24, 2015
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.
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.
Subscribe to:
Posts (Atom)