I See What You Mean

2018 ◽  
pp. 145-181
Author(s):  
Allison Smith Walker ◽  
Georgeanna Sellers
Keyword(s):  
Social Action ◽  
Digital Literacy ◽  
Visual Imagery ◽  
Liberal Arts ◽  
Professional Writing ◽  
First Year ◽  
Teaching Tool ◽  
First Year Writing ◽  
Liberal Arts University ◽  
The Impact

The infographic represents a combination of visual imagery and big data, and it can be implemented successfully as a teaching tool across multiple educational settings. The infographic is also, by definition, a multimodal genre. It incorporates visual and textual elements, statistical evidence, research, graphic design, and digital literacy for both the creation and distribution of an effective data visualization through 21st century mechanisms of social action and interaction. In the following chapter, the authors, two instructors at a small, private, liberal arts university in the suburban South, will present examples of infographic curricula from undergraduate courses in first-year writing and professional writing in the medical humanities and analyze the effectiveness of this approach on student learning, particularly in relation to the impact of infographic instruction on the skills of synthesis, public resonance, transfer and social action.

scholarly journals Embedding Digital (Information) Literacy in the First Year Curriculum: An Intervention

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Belinda Jane Cooke
Keyword(s):  
Student Performance ◽  
Information Literacy ◽  
Digital Literacy ◽  
Systematic Approach ◽  
First Year ◽  
Digital Information ◽  
Collaborative Approach ◽  
Individual Interviews ◽  
The Impact ◽  
Improving Student Performance

This paper describes an intervention aimed at reducing the occurrence of common weaknesses in first level work and thereby improving student performance in assessments. The project involved developing a more systematic approach to embedding information literacy (IL) into the first year curriculum in the Carnegie Faculty at Leeds Beckett University by combining the expertise of subject librarians with that of first year tutors. It was part of a broader programme of institutional curricular change. This collaborative approach was informed by data from individual interviews with previous students and based on a dual rationale: firstly from Sadler’s (2002) call for more high impact, low stakes assessment in the first year and secondly a need to avoid creating a culture of ‘testing’ (Sambell, McDowell, & Montgomery, 2013) in which students position themselves as submitting to others’ judgments rather than developing rational autonomy (Baxter-Magolda, 2003). In other words, we needed to design an assessed activity which encouraged students to engage in learning but created a supportive and collaborative approach. The embedding process together with some of the resources and tools which we developed are described in this paper as well as the respective contributions of the various participants. We explore the impact of two years of implementation based on student interviews and tutor evaluations. Recommendations and examples are provided to demonstrate how a similar approach might work elsewhere either as a local, course-specific intervention or as part of an institution-wide approach to improving students’ digital literacy.

scholarly journals Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University

2021 ◽  
Vol 121 ◽  
pp. 14-23
Author(s):  
Jolivette Mecenas ◽  
Yvonne Wilber ◽  
Meghan Kwast
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Liberal Arts ◽  
First Year Writing ◽  
Liberal Arts University ◽  
Faith Based ◽  
Information Literacy Instruction ◽  
Racial Dialogue ◽  
Hispanic Serving

English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism. 

Assessing the Impact of a Graduate School Preparation Program on First-Generation, Low-Income College Students at a Public Liberal Arts University

2003 ◽  
Vol 4 (4) ◽  
pp. 393-405 ◽  
Author(s):  
John T. Ishiyama ◽  
Valerie M. Hopkins
Keyword(s):  
College Students ◽  
Graduate School ◽  
Low Income ◽  
Liberal Arts ◽  
First Generation ◽  
Liberal Arts University ◽  
Graduate School Preparation ◽  
Mcnair Program ◽  
Low Income College Students ◽  
The Impact

This study assessed the performance of a federal program designed to serve first-generation, low-income (FGLI) college students—the Ronald E. McNair Program. Using data from a midwestern liberal arts university we found that FGLI program participants are far more likely to be retained to the university and successful in terms of timely graduation and placement into graduate school than FGLI non-participants, even when controlling for academic ability and ambition.

scholarly journals The Impact of Zebrafish Research on Student Development at a Small Liberal Arts University

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Hyuna Lee ◽  
Lauren K. Graham ◽  
Noah M. Cline ◽  
Amelia Darwazeh ◽  
Atley Shapiro ◽  
...  
Keyword(s):  
Student Development ◽  
Liberal Arts ◽  
Liberal Arts University ◽  
The Impact

PERSONALITY TRAITS AND QUALITY OF RELATIONSHIPS AS PREDICTORS OF FUTURE LONELINESS AMONG AMERICAN COLLEGE STUDENTS

2000 ◽  
Vol 28 (5) ◽  
pp. 463-470 ◽  
Author(s):  
Todd Jackson ◽  
Adam Soderlind ◽  
Karen E. Weiss
Keyword(s):  
Social Support ◽  
Personality Traits ◽  
Liberal Arts ◽  
Self Report ◽  
Student Sample ◽  
Liberal Arts University ◽  
College Student Sample ◽  
Increase Risk ◽  
The Impact

This prospective study evaluated the impact of specific personality traits and quality of close relationships on subsequent loneliness in a college student sample. One hundred and eighty students from a liberal arts university in Northern Wisconsin completed self-report measures of shyness, optimism, social support and loneliness, and returned six weeks later to complete the same measures. Results of a hierarchical multiple regression analysis indicated that lower levels of optimism and social support at Tune 1 predicted increases in loneliness at Time 2. In addition, participants who were shy and unsupported at Time 1 reported higher levels of subsequent loneliness compared to other students. Findings are discussed regarding their relevance to the identification of factors that increase risk for loneliness, and interventions that may lower this risk.

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