1. collaborations with librarians to improve information literacy collaborations included

of 1/1
Num ber ofhitsto IDS 3303 w ebsite on each date ofsem ester 0 10 20 30 40 50 60 70 1/14 1/18 1/22 1/26 1/30 2/3 2/7 2/11 2/15 2/19 2/23 2/27 3/3 3/7 3/11 3/15 3/19 3/23 3/27 3/31 4/4 4/8 4/12 4/16 Date of semester num ber ofhits to page Listdue (1/16) Research plan worksheets(1/30) Topic titles(2/6) Essay (2/12) W ebsite Evaluation (2/18) Timeline (2/25) Annotated bibliography (3/4) URL provided to Biology listserve (4/4) Firstcopy ofpaperdue (3/27) Peerreview due (4/3) Summariesdue (4/10) Engaging Students in Issues in Science and Technology: A Mechanism to Introduce Current Issues and Improve Information and Technological Literacy Nora Egan Demers Florida Gulf Coast University Ft. Myers, Florida "Issues in Science & Technology" is an interdisciplinary course that addresses societal concerns brought on by technological advances. The specific student university student learning outcomes identified for Issues in science & Technology“ (Demers, 2003) include effective communication, information literacy, problem solving and technological literacy. In the course, students investigate selected contemporary science and technology issues and problems and how they have developed over time. The students examine a wide range of science-technology related issues. The course offers a scaffold of assignments that leads the students through the process of acquiring and evaluating information as they question their hypotheses about the issues they have elected to research. The requirements to meet these assignments as they prepare to compose their oral and written reports make the significance of the library information literacy program of primary importance. This poster presents information 1. about the course design via the course web page (provided on the laptop). 2. About the collaborative efforts with library faculty in developing students advanced information literacy skills. 3. Utilization of web-tracking software to assess student’s use of the course web page as a mechanism to revise and improve the course. 4. Student topics and perceptions of the course. 5. Your assistance in improving specific assignments and assessment of student learning outcomes is appreciated. 1. Collaborations with librarians to improve information literacy Collaborations included Advanced library training sessions held in a computer class room focused on showing students how to access databases and evaluate resources one-on-one sessions with a reference librarian were also required brochures were developed specifically for the assignments (timeline, annotated bibliography). The training has been expanded to several other courses. Figure 2. Student perception of their own information marked on an “information literacy continuum before and after the class as compared to what they would like to achieve for information literacy. Using Web-tracking software to assess course and revise webpages Conclusions: The course improves information literacy as demonstrated by the students ability to utilize and critically evaluate a wider variety of resources. The course stimulates interest in scientific and technological issues as confirmed by student comments about how they spend their free time and converse with friends discussing material from the course. Students at FGCU are well-trained to apply effort primarily to assignments that are graded. As with most of us, deadlines drive actions, so assignments that provide scaffold to build a final research project are helpful in assuring that the research progresses through the term. It is important to find a way to assure the students that these are not “busy work” but rather integral to the process. References Cited: McKnight, R and Demers, N.E. (2003) Evaluating Course Website Utilization By Students Using Web Tracking Software: A Constructivist Approach. International Journal of E-Learning 2:3:13-17 Demers, N.E. (2003) Issues in Science and Technology: Student driven inquiry directed by the Scientific Process. Journal of College Science Teaching 23:330-337 Demers, N.E. and Malenfant, C. (2004) Collaboration for Point-of-Need Library Instruction Reference Services Review 32:3:XX Help me improve the course: 1. What is the value of an intellectual history to one who wants to understand Issues in Science and Technology? If this is important to achieve, what can I do to make it clearer that this is what I want in the ” timeline assignment”? How should I assess the assignment that is submitted? 2. How much “scientific content” is necessary for an informed citizen (read liberal arts education) to understand issues in science and technology? For example, do you have to know what genes are and how they function to elect a good policy maker? Do you have to know to be a good policy maker? 3. My focus has been on improving the skills of critical (skeptical) inquiry and information literacy. Is this the appropriate focus? Would you prefer to see another focus? What? Why? In addition to students perceiving that their information literacy improved, assignments demonstrate that they are more cognizant of the variety of resources available and how the source influences the bias of information presented. A. Schedule for the course Spring, 2001 Figure 3. Utilization of website data to assess and revise course. A. Schedule of course assignments. B. the number of “hits” to the web pages during the semester. C. A two semester summary of hits to the website showing the time of day student used the web pages. Students accessed the pages most often just before class on the day assignments were due and in the hours just before and after class. There was also a noteworthy amount of activity between 10:00 pm and 2:00 AM. Excerpts of topics selected by the students to study during the course (A) and their feedback on the value of the course (B). A. Samples of issues selected: B. Student comments about the course: What did you learn the most about? People should be allowed to select the gender of their child. I learned most about science and how to think critically. Become a skeptic in some sense of the word, and go out there and figure it out! Gene therapy for the treatment of Parkinson’s Disease is worth the cost in lives and money. I learned the most about critical thinking and how important it can be if people put it to use and weren’t so blind to certain issues. I didn’t know anything about the issues presented in the class. Simplicity isn’t easy to achieve. There are more viewpoints than my own. I have learned about many topics that I was not previously aware of and find myself talking about them in conversations and discussions. I learned the most about reliability of information and the constant need to question information I am given. What will you recall about this course in 5 years? I think what I will remember about this course is that you have to filter everything that you see. Genetically modified rice can help stop world hunger in S. Asia. This course forced me to become a critical thinker about life, experience, and subjects bigger than me, and about things I would never have considered. I will remember that thinking critically can really work to my advantage. St. John’s Wort is as effective as pharmaceutical drugs for treating mild depression, at a lower cost, and with fewer side effects. I will remember all the research that I did for my project, but in the end it helped me learn about my topic along with many other topics brought up by classmates. It was a very valuable class and taught me how to research instead of doing it at the last minute. Cloning animal organs is beneficial for society. I’ll remember that this is one of the hardest classes I have taken in college, but well worth the struggle. Earth-based solar is more beneficial and realistic than solar powered satellites. I will remember how to look for research material and the best way to evaluate them. I will remember that we should take responsibility for our own action. Be responsible consumer and know all the facts. DATE TOPIC DUE Jan. 14 Introductions Jan 16 Defining Science/Issueschosen Listof5 issues Jan 21 M ARTIN LUTH ER K ING DAY NO CLASSES Jan 23 Com putertutorial-advanced library research M eetin B H G 205 forclass Jan 28 Discussindividualprojectsin groups. Jan 30 Discussion Chapters 1 & 2 R esearch Plan Worksheets Feb 4 Independenttopicschosen. Feb 6 Discussion Chapter3, 4 & 5 Topic titles -very specific Feb 11 Discussion Chapter6 & 7 E ssay regarding Science and Technology Feb 13 Discusstimelines/assignments Sign up forPresentations Feb 18 Discussion,Chapter8 & 9 Pro/Con Websites E valuation Feb 20 Discussion oftim eline Feb 25 Presentationsdiscussed/groups formed T imeline Feb 27 Final Preparation forpresentations Library work M ar4-A pr3 Independentpresentationsand discussion* Annotated bibliography M ar27 Independentpresentationsand discussion* F irst version of individual projects (bring 2 copies) A pr3 Independentpresentations and discussion* Peer review A pr8 Setup group debates A pr10-22 G roup D ebate S ummaries of P resentations A pr24 & 29 Classsum m ary and discussion Written reports M ay 1 Portfolio Portfolio B. C. Student Perceptions of Their Own Information Literacy, Spring '03

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  • Engaging Students in Issues in Science and Technology: A Mechanism to Introduce Current Issues and Improve Information and Technological LiteracyNora Egan DemersFlorida Gulf Coast UniversityFt. Myers, Florida"Issues in Science & Technology" is an interdisciplinary course that addresses societal concerns brought on by technological advances. The specific student university student learning outcomes identified for Issues in science & Technology (Demers, 2003) include effective communication, information literacy, problem solving and technological literacy. In the course, students investigate selected contemporary science and technology issues and problems and how they have developed over time. The students examine a wide range of science-technology related issues. The course offers a scaffold of assignments that leads the students through the process of acquiring and evaluating information as they question their hypotheses about the issues they have elected to research. The requirements to meet these assignments as they prepare to compose their oral and written reports make the significance of the library information literacy program of primary importance. This poster presents information 1. about the course design via the course web page (provided on the laptop).2. About the collaborative efforts with library faculty in developing students advanced information literacy skills.3. Utilization of web-tracking software to assess students use of the course web page as a mechanism to revise and improve the course.4. Student topics and perceptions of the course.5. Your assistance in improving specific assignments and assessment of student learning outcomes is appreciated. 1. Collaborations with librarians to improve information literacyCollaborations includedAdvanced library training sessions held in a computer class roomfocused on showing students how to access databases and evaluate resources one-on-one sessions with a reference librarian were also requiredbrochures were developed specifically for the assignments (timeline, annotated bibliography). The training has been expanded to several other courses.Figure 2. Student perception of their own information marked on an information literacy continuum before and after the class as compared to what they would like to achieve for information literacy.

    Using Web-tracking software to assess course and revise webpagesConclusions: The course improves information literacy as demonstrated by the students ability to utilize and critically evaluate a wider variety of resources.

    The course stimulates interest in scientific and technological issues as confirmed by student comments about how they spend their free time and converse with friends discussing material from the course.

    Students at FGCU are well-trained to apply effort primarily to assignments that are graded. As with most of us, deadlines drive actions, so assignments that provide scaffold to build a final research project are helpful in assuring that the research progresses through the term. It is important to find a way to assure the students that these are not busy work but rather integral to the process.

    References Cited:McKnight, R and Demers, N.E. (2003) Evaluating Course Website Utilization By Students Using Web Tracking Software: A Constructivist Approach. International Journal of E-Learning 2:3:13-17Demers, N.E. (2003) Issues in Science and Technology: Student driven inquiry directed by the Scientific Process. Journal of College Science Teaching 23:330-337 Demers, N.E. and Malenfant, C. (2004) Collaboration for Point-of-Need Library Instruction Reference Services Review 32:3:XX Help me improve the course:1. What is the value of an intellectual history to one who wants to understand Issues in Science and Technology? If this is important to achieve, what can I do to make it clearer that this is what I want in the timeline assignment? How should I assess the assignment that is submitted?2. How much scientific content is necessary for an informed citizen (read liberal arts education) to understand issues in science and technology? For example, do you have to know what genes are and how they function to elect a good policy maker? Do you have to know to be a good policy maker?3. My focus has been on improving the skills of critical (skeptical) inquiry and information literacy. Is this the appropriate focus? Would you prefer to see another focus? What? Why?

    In addition to students perceiving that their information literacy improved, assignments demonstrate that they are more cognizant of the variety of resources available and how the source influences the bias of information presented. A. Schedule for the course Spring, 2001Figure 3. Utilization of website data to assess and revise course. A. Schedule of course assignments. B. the number of hits to the web pages during the semester. C. A two semester summary of hits to the website showing the time of day student used the web pages. Students accessed the pages most often just before class on the day assignments were due and in the hours just before and after class. There was also a noteworthy amount of activity between 10:00 pm and 2:00 AM.

    B. C.

    Sheet1

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    4

    29

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    18

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    9

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    27

    8

    2

    0

    9

    5

    12

    20

    8

    6

    10

    58

    24

    13

    10

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    11

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    8

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    21

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    23

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    2

    10

    15

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    22

    59

    8

    12

    7

    6

    25

    5

    1

    11

    5

    6

    6

    4

    8

    0

    1

    hits

    Number of hits to IDS web page

    dateto hits spring2long2

    4

    29

    12

    18

    1

    9

    9

    1

    3

    7

    0

    0

    0

    6

    6

    6

    27

    8

    2

    0

    9

    5

    12

    20

    8

    6

    10

    58

    24

    13

    10

    3

    11

    1

    8

    16

    6

    2

    12

    8

    0

    25

    26

    7

    10

    8

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    1

    0

    0

    7

    3

    8

    7

    5

    0

    1

    21

    25

    23

    6

    11

    1

    2

    10

    15

    12

    22

    59

    8

    12

    7

    6

    25

    5

    1

    11

    5

    6

    6

    4

    8

    0

    1

    List due (1/16)

    Research plan worksheets (1/30)

    Topic titles (2/6)

    Essay (2/12)

    Website Evaluation (2/18)

    Timeline (2/25)

    Annotated bibliography (3/4)

    URL provided to Biology list serve (4/4)

    First copy of paper due (3/27)

    Peer review due (4/3)

    Summaries due (4/10)

    hits

    Date of semester

    number of hits to page

    Number of hits to IDS 3303 website on each date of semester

    Spring data

    datehits

    1/144

    1/1529

    1/1612

    1/1718

    1/181

    1/199

    1/209

    1/211

    1/223

    1/237

    1/240

    1/250

    1/260

    1/276

    1/286

    1/296

    1/3027

    1/318

    2/12

    2/20

    2/39

    2/45

    2/512

    2/620

    2/78

    2/86

    2/910

    2/1058

    2/1124

    2/1213

    2/1310

    2/143

    2/1511

    2/161

    2/178

    2/1816

    2/196

    2/202

    2/2112

    2/228

    2/230

    2/2425

    2/2526

    2/267

    2/2710

    2/288

    3/10

    3/20

    3/30

    3/40

    3/50

    3/60

    3/70

    3/80

    3/90

    3/100

    3/110

    3/120

    3/130

    3/1410

    3/150

    3/160

    3/177

    3/183

    3/198

    3/207

    3/215

    3/220

    3/231

    3/2421

    3/2525

    3/2623

    3/276

    3/2811

    3/291

    3/302

    3/3110

    4/115

    4/212

    4/322

    4/459

    4/58

    4/612

    4/77

    4/86

    4/925

    4/105

    4/111

    4/1211

    4/135

    4/146

    4/156

    4/164

    4/178

    4/180

    4/191

    fall data

    datehits

    8/28/02

    8/29/02

    8/30/2002*

    8/31/02

    9/1/02

    9/2/02

    9/3/02

    9/4/02

    9/5/02

    9/6/2002*

    9/7/02

    9/8/02

    9/9/02

    9/10/02

    9/11/2002&

    9/12/02

    9/13/2002*

    9/14/02

    9/15/02

    9/16/02

    9/17/02

    9/18/2002*

    9/19/02

    9/20/02

    9/21/02

    9/22/02

    9/23/02

    9/24/02

    9/25/2002*

    9/26/02

    9/27/02

    9/28/02

    9/29/02

    9/30/02

    10/1/02

    10/2/02

    10/3/02

    10/4/2002*

    10/5/02

    10/6/02

    10/7/02

    10/8/02

    10/9/02

    10/10/02

    10/11/2002*

    10/12/02

    10/13/02

    10/14/02

    10/15/02

    10/16/02

    10/17/02

    10/18/2002*

    10/19/02

    10/20/02

    10/21/02

    10/22/02

    10/23/02

    10/24/02

    10/25/2002*

    10/26/02

    10/27/02

    10/28/02

    10/29/02

    10/30/2002*

    10/31/02

    11/1/02

    11/2/02

    11/3/02

    11/4/02

    11/5/02

    11/6/02

    11/7/02

    11/8/02

    11/9/02

    11/10/02

    11/11/02

    11/12/02

    11/13/02

    11/14/02

    11/15/02

    11/16/02

    11/17/02

    11/18/02

    11/19/02

    11/20/02

    11/21/02

    11/22/02

    11/23/02

    11/24/02

    11/25/02

    11/26/02

    11/27/02

    11/28/02

    11/29/02

    11/30/02

    12/1/02

    12/2/02

    12/3/02

    12/4/2002*

    12/5/02

    12/6/02

    12/7/02

    12/8/02

    12/9/02

    12/10/02

    12/11/2002*

    activityhourlong

    2.89

    2.23

    1.01

    0.28

    0

    0

    0.33

    0.99

    3.9

    7.33

    9.1

    7.09

    7.4

    8.81

    6.89

    4.44

    3.9

    3.77

    5.63

    2.73

    3.66

    5.78

    5.54

    6.2

    % of total hits

    Hour of day * indicates time of class meeting (Monday and Wednesdays)

    Percent of total hits

    Activity level to IDS 3303 website by hour of day over term (January through April)

    avetime

    hour of day% of total hits

    00:00-00:592.89

    01:00-01:592.23

    02:00-02:591.01

    03:00-03:500.28

    04:00-04:590

    05:00-05:590

    06:00-06:590.33

    07:00-07:590.99

    08:00-08:593.9

    09:00-09:597.33

    10:00-10:599.1

    *11:00-10:59*7.09

    12:00-12:597.4

    13:00-13:598.81

    14:00-14:596.89

    15:00-15:594.44

    16:00-16:593.9

    17:00-17:593.77

    18:00-18:595.63

    19:00-19:592.73

    20:00-20:593.66

    21:00-21:595.78

    22:00-22:595.54

    23:00-23:596.2

    1

    2

    1

    IDS 3303: ISSUES IN SCIENCE AND TECHNOLOGY

    CRN 10363

    T/Th 11:00- 12:15

    AB3 112

    http://ruby.fgcu.edu/courses/ndemers/10363/index.htm

    DATE

    TOPIC

    DUE

    Jan. 14

    Introductions

    Jan 16

    Defining Science / Issues chosen

    List of 5 issues

    Jan 21

    MARTIN LUTHER KING DAY NO CLASSES

    Jan 23

    Computer tutorial- advanced library research

    Meet in BHG 205 for class

    Jan 28

    Discuss individual projects in groups.

    Jan 30

    Discussion Chapters 1 & 2

    Research Plan Worksheets

    Feb 4

    Independent topics chosen.

    Feb 6

    Discussion Chapter 3, 4 & 5

    Topic titles- very specific

    Feb 11

    Discussion Chapter 6 & 7

    Essay regarding Science and Technology

    Feb 13

    Discuss timelines/assignments

    Sign up for Presentations

    Feb 18

    Discussion, Chapter 8 & 9

    Pro/Con Websites Evaluation

    Feb 20

    Discussion of timeline

    Feb 25

    Presentations discussed/groups formed

    Timeline

    Feb 27

    Final Preparation for presentations

    Library work

    Mar 4- Apr 3

    Independent presentations and discussion*

    Annotated bibliography

    Mar 27

    Independent presentations and discussion*

    First version of individual projects (bring 2 copies)

    Apr 3

    Independent presentations and discussion*

    Peer review

    Apr 8

    Set up group debates

    Apr 10- 22

    Group Debate

    Summaries of Presentations

    Apr 24 & 29

    Class summary and discussion

    Written reports

    May 1

    Portfolio

    Portfolio

    - 1 -

    Demers Spring, 2002