Michael Flierl, Learning Design Specialist, and Clarence Maybee, Information Literacy Specialist, presented at the fall meeting of the Association of Research Libraries (ARL) on October 4, 2017 in Washington, DC. Their presentation was part of a panel on the library impact on student success chaired by Damon Jaggers from Ohio State University. The panel also included presenters from the University of Minnesota and the Greater Western Library Association. Flierl and Maybee’s presentation, “Information Literacy, Motivation, and Learning,” shared initial findings from research they are conducting with Rachel Fundator, Information Literacy Instructional Designer, and Emily Bonem, an instructional developer with Purdue’s Center for Instructional Excellence. The research explores the relationship between information literacy, student motivation, and student grades in courses that were redesigned through the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program. The study examined data from over 3,000 students in 102 course sections from courses from across several colleges. The results suggest that activities such as searching or formatting citations may be demotivating, while other information literacy activities, such as synthesizing information and communicating the results, are positively related to student motivation and grades. The findings have implications for the Libraries work with instructors to integrate information literacy into Purdue courses.
Wenjie Wu, Mingchu Cong, and their fellow group members worked in the HIKS Undergraduate Library to design a health app for a computer graphics course. They used one of the Libraries’ white boards to map out ideas and elements of their app design using a methodology introduced in class.
Archivist of U.S. to Share Information Preservation Challenges, Opportunities at Sept. 28 Inaugural Hiler Theater Lecture
On August 29th, the Libraries Seminar Committee hosted a presentation by Dr. Andrew Whitworth, Director of Teaching Strategy for the Manchester Institute of Education and the University of Manchester. Dr. Whitworth’s presentation “Xenophilia: The Love of Difference is Essential for Information Literacy” argued that a diversification and openness to different perspectives can positively influence learning through engagement with information. Drawing from theories of learning, networking, technology, and more, Dr. Whitworth described how xenophilia—a love and openness to difference—can help people broker between different information landscapes to learn and take action. He proposed that educators develop their teaching around the principle of xenophilia, where students encounter and navigate different perspectives of information landscapes, in order to help them learn through dialog.
Following the presentation, Dr. Whitworth facilitated two workshops introducing participants to a concept mapping process to uncover different perspectives on an institutional issue. In the first workshop, participants engaged with different types of maps to uncover how we rely on and interpret maps, as well as how they can be powerful tools for helping us make sense of our own information landscapes. In the second workshop, participants put these ideas into practice using Ketso, a specific mapping tool. In small groups, participants collectively discussed and mapped out the goals, assets, challenges, and strategies related to how the new Wilmeth Active Learning Center will change our activities as librarians.
XENOPHILIA: How the love of difference is essential for information literacy – Talk hosted by Purdue Libraries
The Purdue Libraries is hosting the presentation “XENOPHILIA: How the love of difference is essential for information literacy” by Dr. Drew Whitworth.
Date: August 29, 2017
Time: 10:00am – 11:30am
Location: Purdue Memorial Union, West Faculty Lounge
The event is free and open to the public. Please click here to register.
Whitworth’s presentation will argue for an understanding of information literacy as a set of carefully constructed information practices that are informed by the contexts in which they play out. This vision of information literacy is rooted in xenophilia, a love and openness to difference. In this case, information literacy is defined by an awareness and openness to the variances that exist between different information landscapes and their practices. Whitworth will make the case for information literacy as a pedagogy that can enable important discussions of openness and dialog, particularly in today’s socio-political climate.
Libraries faculty and staff uphold the Libraries’ information literacy mission statement through various instructional and research efforts.
Purdue Libraries faculty and staff work closely with subject faculty to support student learning and advance information literacy. Here is some information on their instructional work from the past year:
Purdue Libraries gave out $50 awards for best poster abstracts in five categories to students at the Undergraduate Research and Poster Symposium held on Tuesday, April 11, 2017. The student winners of the awards were: Tianlong Sun, & NamAnh Nguyen (innovative technology/entrepreneurship/design), Manjie Fu (physical sciences), Helena Lysandrou (life sciences), Gayatri Mazgaonkar (social sciences/humanities), and Neal Patel (mathematical/computational sciences). Information Literacy Specialist, Clarence Maybee, coordinated the judging of the abstracts, which was conducted by several Libraries faculty, including Michael Flierl, Heather Howard, Sarah Huber, Nastasha Johnson, Hal Kirkwood, Judy Nixon, Margaret Phillips and Wei Zakharov. At the April 11th Symposium in the North and South Ballrooms of the Purdue Memorial Union, Rebecca Richardson, Assistant Dean for Collections and Access, announced the award winners.
Clarence Maybee, the Libraries’ Information Literacy Specialist, and Chantal Levesque Bristol, Director of Purdue’s Center for Instructional Excellence, travelled over spring break to Lima, Peru to help a new technology university develop a program similar to Purdue’s Instruction Matters: Purdue Academic Course Transformation (IMPACT). The institution, Universidad de Ingeniería y Technología (UTEC), was opened in 2011 and enrolls about 1200 students. Elizabeth Barajas, Global Programs Coordinator for the Purdue Polytechnic Institute, arranged the visit. Across the week, Maybee, Levesque Bristol and Barajas met with several instructors and worked closely with staff developing a new teaching support center at UTEC. Using Purdue’s IMPACT program as a model, the new teaching center will work with instructors to create active, student-centered learning environments in UTEC courses.