We found 521 results that contain "information literacy"

Alison Green of "Ask a Manager" discusses what an informational interview is for and offers a number of good questions to adapt and ask in informational interviews.

Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic

Trauma Informed Practice: Resources for Best Practices in the Classroom (msu.edu)This resource is meant to put information about trauma informed practices into the hands of faculty and instructors. Please see the digital flyer for more information. The references were used in the creation of the flyer. Special thank you to Cheryl Williamns-Hecksel, Apryl Pooley and the Mental Health Committee (JED) for support in creating this resource.View resources

This resource is meant to put information about trauma informed practices into the hands of faculty and instructors. Please see the digital flyer for more information. The references below were used in the creation of the flyer. Special thank you to Cheryl Williamns-Hecksel, Apryl Pooley and the Mental Health Committee (JED) for support in creating this resource.
References for Trauma Informed Practice Digital Flyer 

Cusack SE, et al. (2019). Prevalence and predictors of PTSD among a college sample. J Am Coll Health. Feb-Mar;67(2):123-131. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/29652647/
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148–156. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/25621098/ 
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf 
https://istss.org/public-resources/trauma-basics/trauma-during-adulthood 
Morissette SB, et al. (2021). The effects of posttraumatic stress disorder symptoms on educational functioning in student veterans. Psychol Serv. Feb;18(1):124-133. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/31192672/ 
Boyraz G et al. (2016). Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study. J Couns Psychol. Jul;63(4):475-86. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/26214096/ 
https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf 
Racine N, Killam T, Madigan S. (2020). Trauma-Informed Care as a Universal Precaution: Beyond the Adverse Childhood Experiences Questionnaire. JAMA Pediatr. 174(1):5–6. https://jamanetwork-com.proxy2.cl.msu.edu/journals/jamapediatrics/fullarticle/2754104

This article is a component of the Resources for Teaching After Crisis playlist.
#EnoughisEnough Syllabus: Responding to School Violence in the Classroom 
Collaborative syllabus by students and faculty in the Department of Curriculum & Instruction at the University of Minnesota [online syllabus] This syllabus includes reading lists (with examples in many formats including from the arts), annotated resources, class responses and activities, and other related collective syllabi. The authors encourage us to be critical, complex, and hopeful as we wrestle with these topics.
Teaching on Days After: Educating for Equity in the Wake of Injustice
by Alyssa Hadley Dunn [book/ebook available at MSU Libraries; preview on Google Books]
Book description: What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas.
Restorative Justice Resources for Schools
Edutopia resource by Matt Davis including links and case studies [website]
Offers examples of and evidence for the benefits of restorative justice frameworks in K-12 schools.
Restorative Justice: What it is and What it is Not 
by the editors of Rethinking Schools magazine [article]
This article explains restorative justice approaches as an improvement over zero-tolerance policies in schools. It advocates for restorative practices that take time, build trust and community, require commitment and resources, and can’t be a band-aid for schools in crisis.
Transformative Justice, Explained 
by Kim Tran for Teen Vogue [article]
Describes the overall framework and examples of transformative justice, an approach aiming to reduce inequitable incarceration and facilitate community-centered healing. 
Transformative Justice: A Brief Description 
Article by Mia Mingus from the TransformHarm.org resource hub [article]
This article describes and introduces transformative justice, an approach aiming to break cycles of generational and state violence and to build resilient, accountable communities. Includes links to examples and case studies.

Title: Head of Information LiteracyDepartment: MSU LibrariesBio: 
Ben Oberdick is the Head of Information Literacy at the MSU Libraries. He has been at MSU for almost 16 years, and leads a team of librarians responsible for teaching information literacy workshops for Department of Writing, Rhetoric and American Cultures first-year writing classes, as well as for James Madison College and Integrative Studies classes. Ben also helps provide outreach and engagement for the Libraries, including library tours, campus orientations, and Finals Week programming.
website

If you're looking for ways to engage your students, consider partnering with a librarian to design an assignment!
 
These cards talk about ways to incorporate library sources in ways you may not have considered before, particularly by asking them critically engage with and evaluate information.
 
One assignment is designed to help students start with one source as a way to locate other sources of interest, and to ask questions about a source's place within the broader information context. 
 
The other assignment is designed to help more advanced students work with sources to create a critical digital edition, which will require them to curate content and practice their close reading skills.

This post explores how library research can help entrepreneurship students prepare for effective outreach. My goal with this piece is to help instructors integrate library and other research into their entrepreneurship coursework in ways that directly support students’ forays into customer and partner development. To do this, I’m going to use fractals as a framework for the gradually increasing complexity of students’ entrepreneurial concepts.Entrepreneurship Education as Fractals: https://doi.org/10.17613/j5nd-xy53