Information literacy grant recipients
Information literacy grants awarded since 2002
| Year | Faculty | Course title | Projects | Librarian |
|---|---|---|---|---|
| 2013 | Brett Hendrickson | REL 232: Religions in Latin American | Each week, students will identify and explore two different kinds of sources for their own research project. They will document their research process, summarize key arguments, and analyze evidence of the sources in their research journal. Time will be set aside every week to discuss students’ research journals, questions and concerns regarding academic sources, the utility of online information, and how to analyze primary source material. Students are also expected to lead class discussion concerning primary sources. In addition, they will visit the Special Collections to learn more about finding and analyzing primary sources. | Ana Luhrs |
| 2013 | Suzanne Westfall | FAMS 230: Reading Media | Students will analyze a number of advertisement images and explore the history and ethics as well as intellectual property rights related to print advertisement. They will use Art Spiegelman’s In the Shadow of No Towers to examine the changing artistic and critical perspectives toward graphic novels as a genre. In the third project, students will focus on criticism and theoretical approaches to television.They will use both popular and scholarly sources and discuss how different sources yield different kinds of criticism. | Kelly Smith & Lijuan Xu |
| 2012 | Ben Cohen | EGRS 451: Capstone Seminar in Engineering and Society | Students will compile an annotated bibliography on their chosen topic, which will serve as the foundation for their final paper. The annotations will need to include a critical assessment of the authors' arguments in relation to others on the same topic and how the authors weave prior research into their own arguments. They are also expected to identify two different disciplinary perspectives on a topic, such as a documentary and a satire, or a scientific paper and a policy white paper. They will examine the different views presented in the sources and analyze how and why the sources differ. | Lijuan Xu |
| 2012 | Nandini Sikand | FAMS 220: The Poetics and Politics of Film | Students will research the intellectual history of a particular theoretical movement or theory. They will also identify and compare different types of conversations about a film, ranging from scholarly sources to film reviews and blogs, and discuss how and why the writings differ by analyzing each source's audience, tone, genre, and purpose. The final research paper will give students an opportunity to take a topic they have worked on earlier in the course and conduct further research. In the final paper, students will also reflect on how their relationship to theory has changed (or not) and evaluate their research process. | Amy Abruzzi |
| 2011 | Chris Ruebeck | Econ 361: Marketing Research | Students examine the "chain of statistical information": Who produced the data? Is it free or fee based? Why? How has it been aggregated or modified before being incorporated by the source? What more detailed or accurate data is available? What claims have been made using this data? Are they justified? What are the limitations of the study? What access to the data users have to this information? | Amy Abruzzi |
| 2011 | Allison Alexy | A&S 213 Introduction to Legal Anthropology | Students explored issues from both social sciences and legal perspectives to understand how research was conducted and written in various disciplines. They compared sources and reflected on their similarities and differences and why. | Amy Abruzzi & Ana Luhrs |
| 2011 | Emily Musil Church | WGS 378 Half the World: women, Power, and Representation | Students synthesized weekly readings, examined the cultural context and/or how information was collected, and discussed with two experts in the field about the process of doing international research on gender. | Lijuan Xu |
| 2011 | Asma Sayeed | REL 304 Islam in the West | Students analyzed a variety of sources including Special Collection materials to understand how historical and political contexts shaped people's conceptions of Islam and the research on Islam in the west. | Rebecca Metzger |
| 2010 | Carrie Rohman | VAST 227: Creature: Humans and Other Animals in Contemporary Culture | Students compared the representation of animal related issues in the popular media with representations in academic writings and analyzed a particular use of transgenic animals in science and technology or the representation of such practices in contemporary art. | Lijuan Xu |
| 2009 | Rebekah Pite | History 345: History of Argentina | Students used electronic and printed resources to explore ongoing conversations among scholars through critical analysis and examination of evidence in scholarly readings and book reviews and in their peers’ papers. | Lijuan Xu |
| 2009 | Lisa DeTora | VAST 287: Stories Matter: Medicine and Melodrama in a Global Age | Students learned how to evaluate scholarly and popular articles, web sites, and films portraying medical information. | Rebecca Metzger |
| 2009 | Anthony Cummings | Music 260: Selected Studies in Music History | Students found and examined primary and secondary sources to understand how historical and musical events were documents and transmitted. They also kept a journal about their research process. | Lijuan Xu |
| 2008 | Chris Phillips | English 212: American Literature and Its Backgrounds | Students explored how literary history had been shaped by authors, publishers, readers, critics, and editors. They researched the reception history of a particular text to understand how and why the critical conversation around it had changed over time. | Terese Heidenwolf |
| 2007 | Alessandro Giovanelli | Philosophy 226: Philosophy of Literature | Through creating a bibliography, students explored the factors that determined the relevance of information, such as when it was published, by whom, in which journal, and within which tradition. | Lijuan Xu |
| 2007 | Xiaoyan Li | Computer Science 305: Computer Networks | Students learned how to follow related research through citations and interviewed computer science faculty and those working in the field to compare how experts and novices gathered and used information. | Rebecca Metzger |
| 2007 | Nicole Fabricand-Person | Art 239: From Samurai to Cyberpunk | Students traced the development of Anime-related electronic resources from the 1990s to the present and learned about what constituted a quality web resource by creating a site of their own. | Amy Abruzzi |
| 2006 | Paul Barclay | History 248: A History of Modern China | Students examined the nature and cause of the changing perspectives of the Boxer Rebellion over the past century and compared literary, journalistic, scholarly, and official materials about the Cultural Revolution. | Lijuan Xu |
| 2006 | James Dearworth | Biology 214: Neuroanatomy | Students learned about how to locate and critique primary scientific literature. To enhance their understanding of the research process and to compare how novice and experts gathered information, students interviewed people working in the neuroscience field. | Lijuan Xu |
| 2004 | Erol Ulucakli | Mechanical Engineering 489: Introduction to Biomedical Engineering | Students explored databases appropriate for biomedical engineering and kept a research journal for their research process. | Amy Abruzzi & Reid Larson |
| 2003 | Neil Englehart | International Affairs 261: Introduction to Research Methods in International Affairs | Students traced the development of an idea in the literature over a period of five to ten years. They also compared the differences between press accounts and scholarly work on the same topic and learned what a parcilar source might be good for. | Reid Larson |
| 2003 | Sharon Jones | Engineering and Policy 452: Applied Systems Analysis for Engineering Policy and Management | Students looked at issues of data quality as they learned about GIS and other information analysis techniques. They looked at how and why data was created, the spatial reference system used and depth of entity information. | Amy Abruzzi |
| 2003 | Katalin Fabian | Government 236: International Conflict | Students looked at how popular and scholarly sources differed in describing a conflict and how and why information about it might affect the course of the conflict. Throughout the project, students reflected on their research process. | Mercedes Sharpless |
| 2003 | Josh Sanborn | History 354: Seminar in Russian History | Students studied the Stalin period and the historical debates surrounding it over the past fifty years. They explored the English-language literature on Stalinism as primary sources that revealed the historical paradigms and the ways that they were challenged. | Reid Larson |
| 2002 | Susan Averett | Economics 365: Econometric Analysis | Students learned how the economics literature was structured by looking at literature reviews and writing two reviews of their own and examined and evaluated how economic data was collected, by whom, and for what purpose. | Terese Heidenwolf |
| 2002 | Alexandra Cooper | Government 321: Congress and Legislative Process | Students wrote a series of papers about different aspects of a Congress member using both the member’s web site and secondary sources. | Mercedes Sharpless |
| 2002 | William Carpenter | English 205: Literary Questions | By incorporating complex library research exercises into their writing assignments, students learned how information was collected and organized in the field. They also reflected on their developing research skills through online journals. | Anne Barnhart-Park |
| 2002 | Laurie Caslake | VAST 255: Plague, Progress, and Bioterrorism | Students learned to distinguish primary and secondary sources, peer-reviewed and public accessed materials and examined how the sources of information influence the content. | Amy Abruzzi |
| 2002 | Michael Jordan | Spanish 435: Research Seminar on Latin American Poetry | Students traced the reception of a literary work through at least 20 years of critical literature. | Anne Barnhart-Park |
