Information Literacy

March 15, 2021
By Carlos C. Goller
Academic Development, Community of Practice, DBER and SoTL, Information Literacy, Instructor Behaviors, Molecular Biology Education Research, Presentations & Talks, Reflections

How do students perceive their understanding of biology terms?

Dr. Lisa McDonnell is an Associate Teaching Professor at UC San Diego and was on the Online with LSE webinar series to discuss a recent publication about “Identifying Troublesome Jargon in Biology.” I like how Online with LSE is now having graduate students moderate the sessions! McDonnell began by highlighting how there is a lot […]

March 11, 2021
By Carlos C. Goller
Information Literacy, Interprofessional Education, Lilly Conference, Mentoring, Pedagogy, Reflections, Student groups, Why

The Frederick Douglass Institute

Drs. Shavonne Shorter and Robert J. Green from Bloomsbury University have a great program to support marginalized students. As we prepare for our summer programs, I watched this session again this evening with Amada (and bedtime routine). The title of Shorter and Green’s 2020 Lilly Conference asynchronous session “Increasing Marginalized Student Success Through the Frederick […]

March 3, 2021
By Carlos C. Goller
annotation, Course Design, Discussions, Diversity, Guest Speakers, Information Literacy, Lilly Conference, Online Learning, Open Pedagogy, Pedagogy, Reflections, Service Learning, Student groups, Teaching techniques, Why

Social Justice and Spanish

Amanda Petersen from the University of California San Diego presented at the 2020 Lilly Conference on “Through the Social Justice Lens: Cases from Language and Literatures” with colleagues. Petersen talked about the use of social justice language pedagogy in introductory courses. I did not think about this. Petersen defined social justice language pedagogy as: Social […]

February 22, 2021
By Carlos C. Goller
Academic Development, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Lilly Conference, Metacognition, Online Learning, Pedagogy, Reflections, Teaching techniques, Why

Equitable Participatory Experiences

Dr. Aaron Gierhart from Columbus State University presented at the 2020 Lilly Conference online on course design, theory, and course participation during the pandemic. Gierhart shared their career experiences and family life. Gierhart completed a doctoral dissertation in February 2020 on narrative studies of five elementary school teachers that integrated technology in different ways at […]

February 15, 2021
By Carlos C. Goller
Academic Development, Course Design, DBER and SoTL, Information Literacy, Instructor Behaviors, Lilly Conference, Online Learning, Reflections, Teaching techniques, Why

Decoding Online Course Design… with Research

Drs. Laura Cruz, Joan Middendorf, and Karen Bellnier presented a 2020 Lilly Conference online recorded session focusing on difficulties and opportunities in online courses framed using research. Where do students get stuck in their learning in courses you teach? Is it analyzing research articles? How is it different when teaching online… or right now during […]

January 29, 2021
By Carlos C. Goller
annotation, Delftia, Information Literacy, Lilly Conference, Online Learning, Reflections, Undergraduate Research

Keeping Track of References and Synthesizing Notes with Software

Jimmy Fleming from PowerNotes presented at the 2020 Lilly Conference about the use of this software for writing support. I had not heard about PowerNotes before, and use Hypothes.is in several courses for article annotation. PowerNotes is different: users can highlight text, tag/classify it, and summarize it in a PowerNotes project. It also records references […]

January 25, 2021
By Carlos C. Goller
Information Literacy, Lilly Conference, Metacognition, Online Learning, Open Pedagogy, Reflections, Why

A Creative Assignment to Increase Climate Change Literacy

Dr. Megan Lupek, Director of the Environmental First Year Program at NC State University, gave a recorded presentation for the 2020 Lilly Conference online about a project I had heard about, but hadn’t learned about the details! Dr. Lupek collaborated with a friend and colleague Dr. Zakiya Leggett to create an assignment to engage students […]

January 15, 2021
By Carlos C. Goller
annotation, Articles, Discussions, Information Literacy, Lilly Conference, Pedagogy, Reflections, Teaching techniques, Undergraduate Research

Text Sets for Courses… and Graduate Projects?

Drs. Greta Freeman and Brooke Hardin from USC Upstate presented at the 2020 Lilly Conference on Text Sets. Freeman and Hardin are both faculty in the School of Education with extensive experience as teachers and in literacy. I didn’t know about text sets, and as the name suggests, these are collections of texts on a […]

January 11, 2021
By Carlos C. Goller
annotation, Information Literacy, Lilly Conference, Reflections

Annotating and Verbally Explaining Reading Assignments

Gregory Allar presented an asynchronous Lilly Conference session last year about annotating readings using Hypothes.is for deeper learning. Allar mentioned annotating creates “anchored context for conversation”. Allar went on to describe how they use Hypothes.is in several courses and a variety of assignments. Allar uses annotation for engagement and so that students interact with texts […]

December 27, 2020
By Carlos C. Goller
Course Design, Information Literacy, Lilly Conference, Reflections, Teaching techniques, Why

Critical Pedagogy and Information Literacy

Katie Greer from Oakland University discussed critical pedagogy and critical literacy during an asynchronous session at the Lilly Conference. Greer discussed a course they teach as a general education requirement with several really useful assignments and tips! The idea of students as partners, co-creators, and new experts resonates with me! I took away these great […]

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