We found 521 results that contain "information literacy"

“Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.”
 
The MSU Libraries Teaching and Learning Unit incorportates these frames into our teaching.
Frames


Authority is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic  Exploration


Read more:  http://www.ala.org/acrl/standards/ilframework
Framework Curricula/Lesson Plans

Project Cora: projectcora.org
Framework Sandbox: sandbox.acrl.org

Local Expertise

Teaching & Learning Librarians: lib.msu.edu/infolit/
Research Basics Modules (short videos addressing some Framework concepts): libguides.lib.msu.edu/modules

Teaching & Learning Librarians at MSU use these (or similar) questions to help students develop evaluation and critical thinking  strategies as they learn to identify scholarly information. 
Questions

How does the layout of the article support a particular argument? Is it structured to guide the reader through understanding the research being done (point to specific examples)?
Does it use discipline-specific language (point to specific examples)? What does that tell you about the intended audience or primary readership of the article? 
Is the author someone who you would expect to be an expert on this topic? How can you tell? What kind of authority does the author have?
What types of evidence does the author use in the article? Can you understand how the author arrived at the conclusions they did?

Materials

Research Basics Modules (particularly Popular, Scholarly, Trade, and Evaluating Information Online): libguides.lib.msu.edu/modules/
Popular, Scholarly, Trade comparison chart: libguides.lib.msu.edu/findarticles/popschol

 Local Expertise

Subject Librarians: lib.msu.edu/contact/subjectlibrarian/
Teaching & Learning Librarians: lib.msu.edu/infolit/

MSU Career Network lays out what an informational interview is and what it can do for you as you expand and use your network to search for a job.

Topic Area: Online Teaching & Learning
Presented by: Cheryl Williams-Hecksel, Kelley Blanck
Abstract:
"It is suggested that 66-85% of youth report lifetime exposure to one or more traumatic events by the time they reach college (Read, Ouimette, White, Colder, & Farrow, 2011; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008) Trauma Informed (TI) teaching assures that students are engaged in a manner sensitive to potential adverse and traumatic experiences. Student success and learning is dependent upon preparedness of educators to address the impact of trauma on learning and development (Davidson, 2017). The current pandemic and ongoing racial injustice amplify this need.
Central to trauma informed work are principals of Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion (SAMSHA, 2020) This workshop will explore strategies that embrace these principals and can be used in classroom (in person and online) and other learning environments to support students at Michigan State University. These strategies have evolved as a part of the work of the MSU Trauma Services and Training Network (TSTN.) This network, formed in 2018, has an active and engaged learning community that has been meeting regularly for more than two years and is committed to creating a trauma informed institution.
Included in this discussion of TI teaching are course policies and procedures, integrating flexibility and choice, promoting self-reflection, growth and professional development. Additionally, approaches for responding to trauma affected students will be outlined.

Trauma-Informed Response Training for AdvisorsThis session was designed to provide guidance in incorporating trauma-informed responses in advising, strategies to address secondary trauma, and provide a space to discuss advising-specific questions and concerns. Go to webinar and FAQ

What is Understanding by Design?
One approach to designing learning experiences is the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005). This approach says that we need to know what we want as the end result of a lesson or modules prior to planning for it. That is, we should know what mastery looks like and design learning experiences that enable students to achieve mastery. We can compare the process of UbD to curriculum mapping. When preparing a new course or revamping an existing one, you might begin with the standards, goals, or objectives that you want students to achieve. You then utilize that to design learning experiences that enable students to demonstrate the level of mastery expected. To reiterate, you begin with the goal or results in mind rather than the content itself.
What is Backward Design?
Backward design is a three-stage process that stems from the UbD framework. One key concept of backward design is alignment. Stage 1's content must be what's addressed in Stage 2 and 3. The three stages of the backward design process are:

Identify desired results
Determine assessment evidence
Plan learning experiences and instruction

The video below provides an overview of the backward design experience for course development. 
To further develop your understanding of the three stages, please explore the "Three Stages of Backward Design" section of Vanderbilt University's Understanding by Design webpage. 
What does this mean for your teaching and online course development?
As you begin to think about moving your content from a face-to-face or hybrid experience to a fully online experience, we recommend looking back at the curriculum you've previously taught. And, by curriculum, we mean the large curricular goals...not the focused, lesson-by-lesson content. If you don't have an existing curriculum map for your course, do you have an outline of topics and course objectives listed in your syllabus? Now, look at it through the eyes of backward design. Are you still able to achieve all of the goals and objectives that you intended on students performing at a mastery level? If not, how do the goals and objectives need to be reworked for this new context? That would just be the start of things in Stage 1 of the process.
To support you as you think through the stages, please make a copy of this backward design template in Google Sheets. Take a few minutes to try and work through Stage 1 of the template through the lens of your entire course. Don't worry, we'll continue to build on your learning in the next mini-lesson!
Dig Deeper
If you would like to dig deeper with the UbD framework and backward design, there are numerous articles, books, and videos published to support your development. MSU Libraries provides electronic access to Wiggins and Mctighe (2005) Understanding by design. If you prefer to explore via video, you can access Moving forward with understanding by design through MSU Libraries as well.
 
SOIREE:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick

Alison Green from the "Ask a Manager" blog discusses what an informational interview is and isn't and offers tips on how to approach one effectively. She emphasizes that an informational interview is not the same thing as networking and should not just be a flimsy excuse to ask for a job.

What is Information Technology?
MSU’s Information Technology (IT) Department oversees all technology-related initiatives on campus and attempts to stay on top of trends in technology. They provide support for technology used in the pursuit of education, research, and engagement.
What role does IT play in digital accessibility on campus?
IT understands digital accessibility as “how our users access digital goods and services, and how students, faculty, and staff can ensure that web pages and web-delivered content can function with assistive technology used by persons with disabilities.”
To do this, IT provides support for web and course accessibility, creative design and production, and evaluation and purchasing. As part of their support for web and course accessibility, IT teaches a variety of courses and workshops Additionally, they have created a number of guides and tutorials, including  the Accessibility Captioning Resource Guide, Course Accessibility Review, Web Accessibility Policy, Guide for Spartan Ally, and the Digital Accessibility Support Cookbook.
Who should I contact about digital accessibility in IT?
For general inquiries about tutorials, workshops, and policies related to digital accessibility, you can email webaccess@msu.edu. However, you may find the answers you are looking for on the Web Access Digital Accessibility site.
Each college and administrative unit has its own digital accessibility liaison. You can find yours on the Digital Accessibility Liasons directory.This article is part of the Digital Accessibility Toolkit.