Information Literacy: Challenges for the Future

Report produced by the Public Services Department, University Library, University of Rhode Island, May 2002. Provides an overview of the information literacy program at the University of Rhode Island

Challenges in Building an Incremental, Multi-Year Information Literacy Plan

The authors discuss the plan for building an incremental, multi-year information literacy program at the University of Rhode Island. Review of the current library instruction program leads to why and how they plan to change the program by focusing on the concepts of understanding what information is in addition to learning how to gather, evaluate, and use information. The Draft Plan for Information Literacy at the University of Rhode Island Libraries addresses the information and research needs of undergraduate and graduate students as well as faculty needs. The development of credit-bearing courses in information literacy, the creation of information literacy modules for specific disciplines and the Draft Plan for Information Literacy are discussed. This article received the Outstanding Paper Award for Excellence for 2001 from the journal Reference Services Review. The article was chosen by the Editor and the Editorial Advisory Board as best meeting the editorial and readership objectives of the Journal

Information Literacy: Time for a Comprehensive Plan

Presentation slides and additional materials for a workshop, Information Literacy: Time for a Comprehensive Plan, held as part of the Association of College and Research Libraries 11th National Conference, Learning to Make a Difference. The workshop took place on April 11, 2003 in Charlotte, North Carolina

New Learners, New Models: Cultivating an Information Literacy Program. A presentation for the University of Rhode Island Council of Deans.

Powerpoint slides for a presentation on information literacy to the University of Rhode Island Deans\u27 Council on January 19, 2000

New Learners, New Models: Cultivating an Information Literacy Program

This is the authors\u27 manuscript of chapter 21 in the book Library User Education: Powerful Learning, Powerful Partnerships, ed. Barbara I. Dewey, Scarecrow Press, 2001. It is posted here with publisher permission

New Learners, New Models: Information Literacy at the University of Rhode Island

Powerpoint slides for a presentation, New Learners, New Models: Information Literacy at the University of Rhode Island, at the ACRL New England Bibliographic Instruction Committee (NEBIC) Annual Program 2000, Information Literacy Into the Curriculum: Methods and Models for Librarians. The program took place on June 9, 2000 in Boston, MA

Blueprint for Planning a Successful Program

Discusses program planning for librarians whose experience in this area is limited. How to plan and coordinate the program; Dealing with details; What to do on the day of the event; Ways to follow up; The program packet and what to include

Information Literacy: Time for a Comprehensive Plan

Press release from the American Library Association announcing pre-conference, Information Literacy: Time for a Comprehensive Plan, to be held at the 2004 ALA Conference in Orlando, Florida on July 25, 2004. Using a workbook created by the preconference presenters, participants will be guided through the process of creating a comprehensive information literacy plan, and will learn how to identify and apply essential elements in constructing a successful long-term plan. Participants will leave the session with an outline and draft plan for their home institutions

Sociodemographic characteristics and patient and family experience survey response biases

Enhancing Patient and Family Experience (PFE) is vital to the delivery of quality healthcare services. Sociodemographic differences affect health outcomes and experiences, but research is limited on biases in PFE survey methodology. We sought to assess survey participation rates across sociodemographic characteristics. This retrospective study analyzed a health system’s ambulatory PFE survey data, collected January 1 – July 31, 2019. Outcomes of interest were rates of survey response, completion, and comments. Predictors included respondent-reported race, ethnicity, language, and measure of social deprivation attached to a respondent’s home address. Addresses were geocoded to census tracts. The tract’s degree of socioeconomic deprivation was defined using the Deprivation Index (DPI). Associations between outcomes and predictors were assessed using the Chi square test. 77,627 unique patient encounters were analyzed. Patients were predominantly White (76%); 5% were Hispanic; and 1% were Spanish-speaking. The overall response, completion, and comment rates were 20.1%, 17.6%, and 4.1%, respectively. There were significant differences across assessed sociodemographic characteristics in response, completion, and comment rates. White patients were most likely to respond, complete, and leave a comment. Spanish-speaking respondents and those living in the most deprived areas were more likely to respond and complete the survey, but less likely to comment than English-speaking respondents and those living in less deprived areas, respectively. PFE survey participation differs across a range of sociodemographic characteristics, potentially introducing noteworthy biases. Health systems should minimize differences in how they collect feedback and account for potential biases when responding to experience data. Experience Framework This article is associated with the Policy & Measurement lens of The Beryl Institute Experience Framework. (https://www.theberylinstitute.org/ExperienceFramework). Access other PXJ articles related to this lens. Access other resources related to this lens