can positively impact your campus, if you just start the conversations

Tracking faculty publication choices by access and license options might uncover changes in behavior or attitude toward open access.

“What do we value?” and “What can we measure?”

librarians

Libraries can also try to develop opportunities for guest speakers to visit classes and help students identify connections between their coursework and scholarly communication issues. These interactions would increase our contact with students as well as with the faculty members teaching the courses. Undergraduates remain an elusive population for many scholarly communication programs, but using the curriculum

program is outreach to students. By including scholarly communication issues and approaches that appeal more to student concerns, we will be able to create events for students by the same experts speaking to faculty.

different types of engagement with the experts, such as more small-group discussions, class meetings, and shared meal

Most of the online participants were not from our university community, but other libraries. Like us, these libraries are realizing the need to learn more about open access, authors’ rights, and alternative metrics.

there was been an increase in dialogue between the Libraries and faculty regarding key scholarly communication issues

Marketing

travel costs,

reach beyond our campus from the very start

costs were supported through a Faculty Advancement Grant

Wright | Starting Scholarly Conversationsjlsc-pub.org | Journal of Librarianship and Scholarly CommunicationeP1096 | 5JL SCtiming of the class schedule.

While there are real benefits to live sessions, with current technology, we found no reason to limit the audience to the people who are available at that specific place and time. For three of the four sessions, the presentations were streamed live online via Adobe Connect.

metrics.

Open Access Week while extending the conversations above and

bringing experts to campus

rowing need to educate library personnel about scholarly communication topics.

growth of committees and entire positions dedicated to scholarly communication

faculty meetings at the start of the academic year

Open Access Week for librarians

But does every library really need to get involved in scholarly communication outreach?

The first goal was to increase awareness and knowledge of a few key scholarly communication issues—publishing models, author copyrights, and impact metrics, particularly among the faculty—and spark dialogues about how we create, share, and consume scholarly information in a new, ever-changing environment. The second goal was to pilot a model of scholarly communication outreach—a series of guest lectures by experts throughout the academic year—at a liberal-arts university.

How can students succeed in any intellectual pursuit if they cannot tell what’s true from what’s false?

she advocates for a renewed focus on interpreting information — on the varying ways we make sense of the information we encounter. She recommends teaching students about confirmation bias, selective attention

Teaching good research practices is almost certainly not enough. As the social-media researcher danah boyd has argued, teaching information literacy must go beyond preparing students to assess sources and claims. They need to be able to assess themselves, too. In a keynote speech she gave last March at SXSW EDU, boyd criticized traditional ideas of information literacy as being naïve in the face of a complex and fast-changing threat — as attempting to "assert authority over epistemology."

previous fact-checking work on a particular issue.

This involves following the trail of citations. If a source makes a claim, where does the claim come from?

"lateral reading" — consulting a variety of sources to verify a claim — echoes the 2017 findings of a much-discussed study by the Stanford History Education Group.

It’s more important for students to be able to evaluate claims than sources, per se.

Credibility checklists are well-intentioned but often inefficient.

And then you actually opened the letter and found it was a signed letter from your Mom. ‘Ah,’ you say, ‘but the mailman is a Republican!’ "

Focus more on the claims made and less on the source itself.

skill

information literacy — the capacity to understand, assess, evaluate, and apply information to solve problems or answer questions —

r new ski

n sharing and building upon them, as digital literacy is often a concept predicated on the existence of the s

Artificial intelligence has developed rapidly during the past de

Pedagogy that uses an inquiry based/problem solving approa

the pedagog

nts need digitally confident academ

Students should be at the center of university decision making, including curriculum design and pedagogy

flow of information, which they need to critically anal

echnology is ubiquitou

s and increasingly they expect to use relevant digital tools when they study at universit

digital humanities movement has not seen much connection with digital literacy

This is partly to identify differences by intellectual and professional fields, but also to generate a sense of digital literacy’s full diversity across the curriculum.

Data Information Literacy

is on

a creative lit

n 2016

Digital literacy is a complex phenomenon in 2017, when considered internationally. Nations and regions are creating ways to help their populations grapple with the digital revolutionthat are shaped by their local situations. In doing so, they cut across the genealogy of digital literacies, touching on its historical components

21st century lead

the Bryn Mawr digital competencies fr

r as “prosu

nce of civic engagement through digital platforms, citing digital citizenshi

Empowerment features a combination of positive mental attitude

how to use programs such as Microsoft Word and PowerPoint or collaborative tools like Google Docs in a higher education setting

elow, “To be competitive,

media literacyis less widely included in digital literacy public

Information literacy is a nearly universal compon

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encies. The infographics on the following pages showcase the frameworks referenced here, for further detail.

y. Without the ability to judge the reliability of content, how can learners be expected to create reliable content? Even in the US, with the surge of fake news surrounding the recent presidential election, media literacy (though by no means a new topic) has become a hot button issue, heavily championed by (among others) academic libraries where digital literacy is often a core tenet of major initiative

The ability to discern credible from inaccurate resources is foundational to digital litera

students must apply critical judgment to their selectionof digital tools

hey must also be able to intuitively acclimate to new digital environments,

Also inherent in this form of creative expression is applied emotional intelligence, through which learners connect ideas and themes to their own lives and elucidate bigger picture societal

deeper understandin

digital literacy

e passive consumers of content; they can contribute to the local and global knowledge ecosystem, learning through the act of producing and discussing rich media, applications, an

. Put another way, embedded in effective digital literacy training is the spirit of learners as crea

often jointly termed clinical neuroscience), as well as psychiatry. Each discipline has particular methods and techniques that are appropriate to study their area of interest. These methods often focus on particular parts of the nervous system

NEUROSCIENCE: AN INTERDISCIPLINARY FIELD OF STUDY