We found 521 results that contain "information literacy"

Formative feedback is information on our thinking or our performance that gives us time to reflect and act on that feedback. Feedback is descriptive, evaluative, and suggestive. That is, good feedback shows us what we are doing, provides some sense of how we are doing relative to our goals, and provides some suggestions for how we might improve. Having said this, simple descriptive feedback can be quite powerful.
Processing feedback requires reflection. There is immense value in regular reflective practice regardless of your role or responsibilities. Taking time to critically examine how our experiences align with our expectations creates opportunities for us to identify opportunities for learning. Engaging in reflection as an iterative practice creates a norm of growth and improvement. 
Summative evaluations of our teaching at the conclusion of each semester play a role in our institutional accountability. We can certainly learn from end-of-semester feedback and many educators do. However, if this is the only opportunity for students to provide course feedback, it comes at a time when they themselves are past the point of benefiting from it. 
Formative, mid-semester feedback, however, creates an opportunity for educators to engage learners in the process of reflective practice. Intentional reflection through mid-semester feedback can help explore the initial assumptions made about a class, gain insights from learners, and develop a more comprehensive awareness of teaching practice. Generally, because the knowledge gained through this process of reflection happens with students who have a stake in the course, this reflective practice strengthens teaching practice. Finally, it is important to note as our colleagues at Vanderbilt’s Center for Teaching have noted, “soliciting mid-semester feedback can improve our end-of-course evaluations, as it will both improve the quality of the course itself and provide students with early opportunities to raise concerns with the course.”
Finally, it is essential to note that mid-semester feedback is provided in confidentiality by students. Survey administrators will tabulate and send data to you. No one else will see or have access to the information collected on your course. 
 
Adapted from the Enhanced Digital Learning Initiative at MSU: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad).
source: Finlay, Linda (2008). Reflecting on ‘Reflective practice’. Practice-based Professional Learning Paper 52, The Open University. 

Topic Area: Online Teaching & Learning
Presented by: Rachael Lund, Michael Brown
Abstract:
In the Summer of 2020, the quantitative literacy courses in the math department transitioned to a virtual, asynchronous format. We had to redefine what meaningful student engagement and interaction meant for that format and updated our technologies and assessments to support our new course design. In the Fall semesters, there are typically around one thousand students in the MTH 101 course and 600 in the MTH 102 course. The scale of these courses presents special challenges for the instructional team with respect to the logistics of implementing new technology or assignments. In this setting, students also face unique challenges with respect to motivation, persistence, and engagement. We will discuss the technologies that worked and failed and our plan for moving forward with improving our course design to support meaningful student engagement with each other and the course content. We hope that attendees will be willing to share their own utilization of technology and how they helped create a supportive, purposeful digital learning experience for students.
Session Resources:
Meaningful Student to Student Interactions in a Virtual Asynchronous Environment (PowerPoint)

What's next to learn? If you're interested in more information about transferable skills, try the "Applying Transferable Skills" playlist.
 
If you're interested in more early grad school resources, try the "Creating a Wellness Plan" playlist or the "Developing Teaching Skills" playlist.
 
If you want to consider a totally different facet of grad life, try the "Financial Planning" playlist or the "Working With Your Committee" playlist.

TitleInstructional DesignerAI CoordinatorEducation

Master's Certificate, Educational & Instructional Technology
Master of Arts, English Literature & Language
Bachelor of Arts, Secondary Education English, History
Bachelor of Fine Arts, Theatre Design & Production

My WorkWith extensive experience in higher education and K-12 environments, I work to enhance course design through technology integration and develop communication strategies to foster student engagement and success. My current professional interests revolve around faculty and student digital literacy and how generative AI may change educational praxis. LinksLinkedIn ProfileSubstack

MSU's Office of Faculty and Academic Staff Development has a great collection, "Resources for Difficult Dialogues in the Classroom" including but not limited to internal [to MSU] and external links on confrontation, bias, policies, and more. Here are a few of the resources:
The Art of Confrontation – COVID version

Prepared by Rick Shafer, Dean of Students Officehttps://remote.msu.edu/_assets/docs/The_Art_of_Confrontation_faculty_COVID_version.pdf

Bias Busters: Guides to Cultural Competence

Website Project of the MSU School of Journalism, College of Communication Arts and Scienceshttp://news.jrn.msu.edu/culturalcompetence/

IDI Education and Training Opportunities

Office for Institutional Diversity and Inclusionhttp://inclusion.msu.edu/education/index.html

Ideas for Disciplinary Content

Compiled by the MSU Librarieshttps://www.lib.msu.edu/inclusiveteaching/

Office of Institutional Equity Policies

http://oie.msu.edu/

To My Professor: Student Voices for Great College Teaching

Book by MSU School of Journalism students and editor Joe Grimm, College of Communication Arts and Scienceshttps://www.insidehighered.com/news/2016/09/12/new-book-advice-college-instructors-based-thousands-student-comments

Difficult Dialogues Guide

Annotated resources produced by Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/

Difficult Dialogues Handbook, Strategies and Resources

Resources produced by the University of Alaska Difficult Dialogues Project and the Ford Foundation

http://www.difficultdialoguesuaa.org/handbook
http://www.difficultdialoguesuaa.org/strategies_and_resources



Handbook for Facilitating Difficult Conversations

Resources produced by Queens College, City University of New York (pdf)Link to PDF document

Inclusive Practices for Managing Controversial Issues

Online document produced by Flinders University of Australiahttps://ofasd.msu.edu/wp-content/uploads/2017/08/TIPS_controversial.pdf

Inviting Dialogue

Resource produced by Clark University (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/ClarkUnivInvitingDialogue.pdf

Mindfulness and Discussing “Thorny” Issues in the Classroom (article)

Alexakos, K., Pride, L. D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., … & Smith, T. (2016). Mindfulness and discussing “thorny” issues in the classroom. Cultural Studies of Science Education, 1-29. https://doi.org/10.1007/s11422-015-9718-0 

Toolkit for Inclusive Learning Environments

Project by the Sheridan Libraries of Johns Hopkins Universityhttp://guides.library.jhu.edu/TILE

Books Available from oFASD
To borrow any of the following titles, stop by 2W of the Main Library (across from the Digital Scholarship Lab). Some titles are available electronically on stable links through MSU Libraries.

Brookfield, Stephen D. The Discussion Book: 50 Great Ways to Get People Talking.    

Book via electronic access, courtesy of MSU Libraries


Chickering, Art (Foreword)   Encountering Faith in the Classroom: Turning Difficult Discussions into Constructive Engagement

Book via electronic access, courtesy of MSU Libraries


Landis, Kay (ed.) Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.  

Book via electronic access


Nash, Robert J. How to Talk About Hot Topics on Campus: From Polarization to Moral Conversation.
Roderick, Libby. Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education.
Wheatley, Margaret J.  Turning to One Another: Simple Conversations to Restore Hope to the Future

Book via electronic access



BIAS AND RACE
#Charlestonsyllabus

Resource produced by the African American Intellectual History Societyhttp://www.aaihs.org/resources/charlestonsyllabus/

#FergusonSyllabus

Resources produced by Sociologists for Justicehttps://sociologistsforjustice.org/ferguson-syllabus

Eight Actions to Reduce Racism in College Classrooms

Article by Shaun R. Harper and Charles H. F. Davis III from Academe  (pdf)https://ofasd.msu.edu/wp-content/uploads/2017/08/HarperDavis-EightActionsToReduceRacismInCollegeClassrooms.pdf

Learning to Talk about Race in the Classroom

Resource from Inside Higher Ed.’s Gradhacker (blog article)https://www.insidehighered.com/blogs/gradhacker/learning-talkrace-classroom

Project Implicit (Implicit Bias)

Project by Harvard Universityhttps://implicit.harvard.edu/implicit/

Promoting Racial Literacy in Schools: Differences That Make a Difference

Book by Stevenson, H. C. (2013). Teachers College Press.

Responding to Incidents of Hate Speech

Webpage produced by the Center for Research on Teaching and Learning at the University of Michiganhttp://crlt.umich.edu/node/93036

Teaching Tolerance

Program of the Southern Poverty Law Center. Resources for K-12, but many transferrable ideashttp://www.tolerance.org/lets-talk

Photo by Kelly Sikkema on Unsplash

Topic Area: DEI
Presented by: Anne Violin-Wigent, Matt Kanefsky
Abstract:
In recent years, there has been a push to supplement a communication-based approach to language teaching with a systematic inclusion of cultural content and cultural literacy. Most textbooks, however, fail to do so and restrict culture to a page or two at the end of each chapter or cultural vignettes sprinkled throughout, while remaining focused on grammar. For this project, Matt Kanefsky and I decided to develop teaching material that uses culture as the source and context for all learning. In addition, we seek to represent the diversity of the French-speaking world, to include material from and about various countries, and to give voices to minorities groups telling their stories. This is done in particular through the development of online learning activities since our program is hybrid/flipped.In this presentation, we will share how we chose to implement our focus on culture and diversity in deliberate, systematic, and cyclical ways in each aspect of the course. We will share a list of questions we used as guiding principles to make sure that we reach our goals and provide a truly inclusive representation of French speakers. Lastly, we will share preliminary experiences and feedback from both instructors and learners.
 

After you have created an article, you may find that there is information that you want to update or maybe you want to delete the article altogether. By default, you will not see an edit or delete icon on your post once it is published. This article describes and provides a demonstration of how to edit or delete an article on the #iteachmsu commons.
 
Delete or Edit an Article Instructions:
To delete or edit an article, you have to:

Expand the Groups section, and select the group (#iteachmsu) that you posted your Article in.
Click on the Article tab for that group.
Navigate to the Article that you want to delete or edit. You should see the following icons on the post:


Click here to watch a video tutorial:

Groups are segmented areas where the MSU Community can share information based on topics or membership. Groups allow for the creation of group-specific posts, playlists, and articles. 
Group Admins can make groups public, which will make them visible to non-members, who can request access to join the group. Groups can also be made private, which makes the group and the content only visible to group members. 
How do I create a group in the #iteachmsu Commons?
To create a group one, go to the add button in the upper right-hand corner and select "Group".
 
You can provide a group image if you wish, a group name, about information, connect the group to a particular category, and select the privacy settings.

Click here to watch a brief tutorial on creating groups: