Designing and assessing a data literacy internship program for graduate health sciences students.

This case study presents the results of a data internship and workshop series on data analysis in qualitative biomedical systematic reviews. In a newly developed librarian-led internship program, an intern was trained on data literacy concepts and data analysis tools and, in turn, helped recruit and train other graduate health sciences students. Due to COVID-19 restrictions, a flipped classroom model was applied to develop a completely virtual learning experience for both the intern and workshop attendees. Both the data intern and workshop participants reported improved confidence in data literacy competence at the end of the project. Assessment results suggest that while the workshop series improved participants' data literacy skills, participants might still benefit from additional data literacy instruction. This case also presents a model for student-led instruction that could be particularly useful for informing professional development opportunities for library interns, fellows, and student assistants.

Graduate student confidence following a for-credit systematic review course pilot.

BACKGROUND: In 2015, librarians at Purdue University began fielding requests from many disciplines to consult or collaborate on systematic review projects, and in 2016, health sciences librarians led the launch of a formal systematic review service. In 2019, Purdue University Libraries was reorganized as the Libraries and School of Information Studies (PULSIS) and assigned its own course designation, ILS. The increase in calls for systematic review services and the ability to teach ILS courses inspired the development of a credit-bearing ILS systematic review course. CASE PRESENTATION: We designed, taught, and assessed a one-credit systematic review course for graduate students, using a backward-design course development model and applying self-determination theoretical concepts into lessons, assignments, and assessments. Using qualitative pre- and post-assessments, we discovered a variety of themes around student motivations, expectations, and preferences for the course. In quantitative post-class assessments, students reported improved confidence in all systematic review processes, with the highest confidence in their ability to choose and use citation management managers, describe the steps in the systematic review process, and understand the importance of a reproducible and systematic search strategy. CONCLUSIONS: We considered our pilot a success. Next steps include testing 2- and 3-credit- hour models and working to formally integrate the course into departmental and certificate curriculums. This case report provides a model for course design principles, learning outcomes, and assessments that librarians and library administrators can use to adjust their systematic review services.

OpenStreetMap mapathons support critical data and visual literacy instruction.

OpenStreetMap (OSM) mapathons can offer a learner-centered means for critical data literacy and visual literacy instruction. Mapathons are coordinated humanitarian mapping events in which participants use geographic information system (GIS) data and satellite imagery to create open-source maps for humanitarian support. Visual mapping is an effective learning activity because it encourages students to use big data to create a deliverable-an open-source map-that allows instructors to engage learners in data literacy and visual literacy at the highest cognitive level.

Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students.

This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.