Mapping the pandemic: teaching critical map literacy with interactive COVID-19 maps

2021 ◽  
Vol 16 (2) ◽  
pp. 115-125
Author(s):  
Alan S. Marcus ◽  
Thomas H. Levine
Keyword(s):  
Social Studies ◽  
Secondary Teachers ◽  
Information Literacy ◽  
Design Methodology ◽  
Geographic Information ◽  
Approaches To Teaching ◽  
Content Type ◽  
Interactive Maps ◽  
Online Maps ◽  
Online Sources

PurposeThis article helps secondary teachers use online maps about the COVID-19 pandemic to develop students' critical map literacy and digital geographic information literacy while helping students analyze the pandemic and its impact on society. The purpose of this paper is to discuss unique features of online maps, suggest six questions to bring to online maps, and provide an activity and resources to develop students' skill in using these maps.Design/methodology/approachFor social studies teachers, online interactive maps create opportunities as well as challenges. They can be more engaging and interesting than static maps. They also show the relevance of key themes in geography as well as the power of maps to convey information. Maps about COVID-19 are used to explore themes in geography.FindingsInterpreting COVID-19 online maps can help students learn about the pandemic, evaluate the decisions of health officials and elected leaders, and thus develop tools to participate in society as active citizens.Originality/valueYoung people and adults are often more engaged by interactive online sources; however, online maps require teachers to develop new approaches to teaching basic and critical map literacy that include elements of digital geographic information literacy. Students can learn to ask questions of maps while learning about COVID-19.

Marketing and delivering information literacy on the web, yesterday and today, from 2009 to 2012

2014 ◽  
Vol 31 (4) ◽  
pp. 10-13 ◽  
Author(s):  
Sharon Q. Yang
Keyword(s):  
Information Literacy ◽  
Web Sites ◽  
Academic Libraries ◽  
Design Methodology ◽  
Status Quo ◽  
Content Type ◽  
The Status ◽  
Practical Implications ◽  
The Web ◽  
Made In

Purpose – This study aims to ascertain the trends and changes of how academic libraries market and deliver information literacy (IL) on the web. Design/methodology/approach – The author compares the findings from two separate studies that scanned the Web sites for IL-related activities in 2009 and 2012, respectively. Findings – Academic libraries intensified their efforts to promote and deliver IL on the web between 2009 and 2012. There was a significant increase in IL-related activities on the web in the three-year period. Practical implications – The findings describe the status quo and changes in IL-related activities on the libraries’ Web sites. This information may help librarians to know what they have been doing and if there is space for improvement. Originality/value – This is the only study that spans three years in measuring the progress librarians made in marketing and delivering IL on the Web.

The trained and untrained users’ mental models compatibility with the icons of search modules in Iranian digital library applications

2017 ◽  
Vol 35 (2) ◽  
pp. 290-302 ◽  
Author(s):  
Sanaz Rahrovani ◽  
Mahdieh Mirzabeigi ◽  
Javad Abbaspour
Keyword(s):  
User Interface ◽  
Mental Models ◽  
Information Literacy ◽  
Digital Library ◽  
Design Methodology ◽  
User Group ◽  
Content Type ◽  
Software Applications ◽  
Fields Of Study ◽  
Study Results

Purpose The purpose of this paper is to investigate the trained and untrained users’ mental models compatibility with search module icons in three Iranian digital library applications, namely, Nika, Azarakhsh, and Simorgh. Design/methodology/approach The population of this survey consisted of two groups including trained and untrained users. The trained user group consisted of 174 samples, all of which were included in the study due to scarcity of the samples. The untrained user group consisted of 8,210 samples, from which 267 cases were selected through stratified sampling. Findings Results showed that the trained users’ mental models were more compatible with the search module icons than those of the untrained users. The comparison of three software applications showed that the mental models of trained and untrained users had the highest compatibility with the search icons of Azarakhsh and the lowest compatibility with those of Nika. Concerning the untrained users’ status in terms of their fields of study, results showed that users majoring technical and engineering field and those in agriculture had, respectively, the highest and lowest mental models compatibility with the icons embedded in the user interface of the studied applications. Originality/value Since the mental models may be incomplete or inaccurate, the study of the trained and untrained users’ mental models compatibility with the search module icons of user interface embedded in various library applications may help in assessing the software’ status and the designers’ level of success in conveying the content. This also may assist information literacy specialists to estimate the required amount of training for trained and untrained users.

“Women know how to get things done”: narrative of an intersectional movement

2017 ◽  
Vol 12 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Amanda Elizabeth Vickery
Keyword(s):  
Civil Rights ◽  
Social Studies ◽  
African American Women ◽  
Design Methodology ◽  
Content Type ◽  
American Women ◽  
Know How ◽  
Civil Rights Organizations ◽  
The Social ◽  
The World

Purpose The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations. Design/methodology/approach Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership. Findings A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows. Originality/value The aim is to teach students to adopt a more inclusive and complex view of the world.

“StatLit: tactical interventions for strategic transformation”

2017 ◽  
Vol 34 (9) ◽  
pp. 10-14
Author(s):  
Seth Porter ◽  
Ameet Doshi
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Statistical Significance ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Content Type ◽  
Research Libraries ◽  
Biennial Conference ◽  
Strategic Transformation

Purpose This paper was inspired by an Association of College and Research Libraries Biennial Conference 2017 roundtable that aimed to transform existing notions about statistical literacy in information literacy instruction. Design/methodology/approach In Baltimore, the authors facilitated an in-person discussion and synchronous virtual dialogue via Twitter and Periscope about teaching basic statistical concepts (such as mean vs median) and the real implications of “statistical significance”. Findings A recording of the roundtable is available here: http://bit.ly/StatLit. Originality/value The goal of the StatLit roundtable was to inspire transformational thinking for teaching basic statistical reasoning to students within a library context.

Google classroom for librarians: features and opportunities

2015 ◽  
Vol 32 (9) ◽  
pp. 1-3 ◽  
Author(s):  
Amanda Izenstark ◽  
Katie L. Leahy
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Seamless Integration ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Hands On

Purpose – The purpose of this paper is to share possible opportunities for librarians, faculty and students with access to Google Classroom, and it includes a discussion of its application and functionality in information literacy sessions. Design/methodology/approach – This paper describes the functionality of Google Classroom with a review of its capabilities for providing information literacy instruction based on hands-on use in several classes and observation. Findings – Google Classroom streamlined delivery of materials with students in one-time and multi-meeting classes. Students appreciated its seamless integration with their university email accounts. Originality/value – Librarians teaching classes often need to share introductory information, exercises and supplemental materials with students. Google Classroom offers a simple platform for this purpose.

A call for libraries to go green

2012 ◽  
Vol 30 (3) ◽  
pp. 428-435 ◽  
Author(s):  
Ina Fourie
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
Literacy Skills ◽  
Information Need ◽  
Full Spectrum ◽  
Content Type ◽  
Information Behaviour ◽  
Environmental Friendly ◽  
Making A Difference ◽  
Information Literacy Skills

PurposeWhen confronted with a problem where the solution is not clear or obvious, a first step would be to search for more information, trying to make sense of the problem. The intention of this contribution is to make sense of the call for “libraries to go green”, while at the same time to show the potential of explicitly considering information behaviour and the need to draw on the full spectrum of information literacy skills (e.g. recognising and expressing an information need, seeking, using, and disseminating information) to stimulate librarians' interest and confidence in taking on the challenge of going green and making a difference.Design/methodology/approachThe column will be written against the background of research from information literacy, information behaviour, and research on sustainable and environmental friendly library and information (LIS) services.FindingsAlthough rather a limited number, publications on “going green” and the “paperless” library/society address a variety of issues ranging from planning “green” library buildings, to assessing the experiences of LIS professionals in developing sustainable “green libraries”, to information behaviour in using e‐books in academic contexts. Considering the finding and use of information on “going green”, from an information behaviour perspective, helps to bring many issues to consider in furthering research on “going green” to the front.Originality/valueAlthough much has been published about information behaviour and information literacy, and although attempts of publishing on various issues of “green” libraries are noted, the author is not aware of other work aligning these issues.

K-5 social studies content standards: investigating critical thinking for informed action

2021 ◽  
Vol 16 (3) ◽  
pp. 203-217
Author(s):  
Oluseyi Matthew Odebiyi
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Social Studies ◽  
Design Methodology ◽  
Content Standards ◽  
Quantitative Content Analysis ◽  
Content Type ◽  
Us States ◽  
Grade Levels ◽  
Quantitative Content

PurposeThe purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.Design/methodology/approachThis study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.FindingsThe results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.Originality/valueThe study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.

Getting critical with disciplinary literacy: a read aloud strategy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Melissa Wrenn ◽  
Jennifer L. Gallagher
Keyword(s):  
Social Studies ◽  
Design Methodology ◽  
Picture Book ◽  
Lesson Plan ◽  
Disciplinary Literacy ◽  
Read Aloud ◽  
Background Information ◽  
Read Alouds ◽  
Content Type ◽  
Do So

PurposeThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.Design/methodology/approachThe authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.FindingsThe lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.Originality/valueThe critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.

Social studies and beyond: attending to informal citizenship education in schools

2018 ◽  
Vol 13 (2) ◽  
pp. 289-300
Author(s):  
Mark T. Kissling
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Design Methodology ◽  
Social Studies Education ◽  
Subject Area ◽  
Social Studies Teachers ◽  
Content Type ◽  
Daily Interactions

Purpose Although social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues. Design/methodology/approach Examining the “powerful” stories of three teachers, only one of whom teaches social studies, this paper focuses on “informal citizenship education” across schools. Findings It concludes with implications for workers in and beyond the field of social studies education. Originality/value Ultimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

Library instruction and information literacy 2014

2015 ◽  
Vol 43 (4) ◽  
pp. 533-642 ◽  
Author(s):  
Robert Detmering ◽  
Anna Marie Johnson ◽  
Claudene Sproles ◽  
Samantha McClellan ◽  
Rosalinda Hernandez Linares
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
English Language ◽  
Annotated Bibliography ◽  
Library Instruction ◽  
Content Type ◽  
Introductory Overview

Purpose – This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types. Design/methodology/approach – It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014. Findings – It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

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