Abstract
This paper highlights a course transformation that included disciplinary faculty and research laboratory members as collaborators. Their integration within a course that was designed to highlight data information literacy (DIL), information literacy (IL) and communications learning objectives created an engaging learning environment. In turn, students applied seemingly abstract or unrelated skills to their major in concrete activities that built skills and enhanced their resume.
Faculty members of Library Sciences and Earth, Atmospheric and Planetary Sciences developed this course. The topic of the class was “natural hazards and community resiliency.” The students learned the atmospheric sciences of hurricanes and tornadoes, as well as the geosciences of earthquakes. They equally learned IL/DIL skills such as finding credible sources, reading a scholarly
paper, finding and reusing data, citing scholarly work including data, and sharing data with others by using file naming and data dictionaries. Additional collaborations with professionals in specialized fields enhanced the realism of and lead to greater authenticity in IL/communications assignments.
Faculty members of Library Sciences and Earth, Atmospheric and Planetary Sciences developed this course. The topic of the class was “natural hazards and community resiliency.” The students learned the atmospheric sciences of hurricanes and tornadoes, as well as the geosciences of earthquakes. They equally learned IL/DIL skills such as finding credible sources, reading a scholarly
paper, finding and reusing data, citing scholarly work including data, and sharing data with others by using file naming and data dictionaries. Additional collaborations with professionals in specialized fields enhanced the realism of and lead to greater authenticity in IL/communications assignments.
| Original language | English (US) |
|---|---|
| Title of host publication | LOEX Conference Proceedings 2017 |
| Number of pages | 8 |
| State | Published - May 2 2022 |