"It's in the Syllabus": Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach

Clarence Maybee, Jake Carlson, Maribeth Slebodnik, Bert Chapman

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

Developing innovative library services requires a real world understanding of faculty members' desired curricular goals. This study aimed to develop a comprehensive and deeper understanding of Purdue's nutrition science and political science faculties' expectations for student learning related to information and data information literacies. Course syllabi were examined using grounded theory techniques that allowed us to identify how faculty were addressing information and data information literacies in their courses, but it also enabled us to understand the interconnectedness of these literacies to other departmental intentions for student learning, such as developing a professional identity or learning to conduct original research. The holistic understanding developed through this research provides the necessary information for designing and suggesting information literacy and data information literacy services to departmental faculty in ways supportive of curricular learning outcomes.

Original languageEnglish (US)
Pages (from-to)369-376
Number of pages8
JournalJournal of Academic Librarianship
Volume41
Issue number4
DOIs
StatePublished - Jul 1 2015

Keywords

  • Curriculum
  • Data information literacy
  • Information literacy
  • Syllabi

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences

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