I Just Need Two Credits: Looking at Motivation When Redesigning an Online Credit-bearing Information Literacy Course

Although a 2-credit hour information literacy course had high enrollment, with multiple sections offered each year across several campuses, course completion rates were not as high as hoped. Originally designed for freshman or sophomores, many upper-level students were enrolling in the course because they needed the credit hours, not because of interest in the course content, and overall engagement with the course material was low. With these concerns in mind, we undertook a team project to redesign the course. In this presentation, we will highlight the significant changes we made to course focus and content that were intended to increase the relevance to students at all levels, make the course more engaging, and improve internal motivation for completion. These changes included decreased emphasis on academic research scenarios, increased emphasis on information use in the workplace and everyday life, the addition of resume building text, unique discussion boards, and new content related to students’ roles as information creators and sharers. When making such changes, we shifted focus from learning how to search to understanding what it means to be a responsible digital citizen

Enabling Inclusive and Equitable Teaching Practices through Instructor Development

In The Ohio State University Libraries, we support inclusive and equitable teaching practices through instructor development. The Libraries' Teaching and Learning department offers two formal university-wide, cross-campus instructor development programs, Meaningful Inquiry and Teaching Information Literacy. In this chapter, we outline our programs, highlight the equity-focused pedagogical strategies that we incorporate, and provide activities and templates readers can use to support equity and inclusion in their own work with instructors.Publisher allows immediate open acces

The One Where They Redesigned a Course

Hear from people in four unique roles within the Library system of The Ohio State University to get four unique lenses on an intensive collaboration to change a preexisting and dated for-credit Information Literacy course. Our team had core goals of helping students find intrinsic motivation, raising our completion stats, and bringing the course into a more current standing in the digital era. We worked to create course content that applied Information Literacy skills to everyday inquiries, focused on bringing students’ awareness of their role as digital citizens, and how these things relate to their future goals. Having completed parts of the course early enough, we were able to test out assignments and technology in a summer session before the rollout of the updated course. One of the greatest challenges was not just the creation of interesting and relevant course content for the students that fit within our seven-week course length, but the distinct need we had for ensuring that this course could be successfully taught across multiple campuses, with twelve unique instructors. Audience members will have an opportunity to ask the panel questions to learn more about how we implemented these changes, working with multiple instructors across multiple campuses to ensure that the course achieved our learning outcome

A brief psychological intervention for mothers of children with food allergy can change risk perception and reduce anxiety: Outcomes of a randomized controlled trial.

BACKGROUND: Mothers of children with food allergy have increased anxiety, which may be influenced by healthcare professionals' communication of risk. OBJECTIVE: To evaluate a brief psychological intervention for reducing anxiety in mothers of children with food allergy. METHODS: Two hundred mothers of children with food allergy were recruited from allergy clinics. A computer-generated randomization list was used to allocate participants to a single-session cognitive behavioural therapy intervention including a risk communication module, or standard care. Anxiety and risk perception were assessed at 6 weeks and 1 year. Primary outcome was state anxiety at 6 weeks. Secondary outcomes included state anxiety at 1 year, risk perception at 6 weeks and 1 year, and salivary cortisol response to a simulated anaphylaxis scenario at 1 year. RESULTS: We found no significant difference in the primary outcome state anxiety at 6 weeks, with mean 31.9 (SD 10.2) intervention, 34.0 (10.2) control; mean difference 2.1 (95% CI -0.9, 5.0; P=.17). There was significantly reduced state anxiety at 6 weeks in the intervention group, in the subgroup of participants with moderate/high anxiety at enrolment (103/200, 52%), with mean 33.0 (SD 9.3) intervention, 37.8 (SD 10.0) control; mean difference 4.8 (95% CI 0.9, 8.7; P=.016; Cohen's d effect size 0.50). The psychological intervention also reduced risk perception and salivary cortisol response (P=.032; effect size 0.36). CONCLUSION: We found evidence that a brief psychological intervention which incorporates accurate risk information may impact on anxiety, risk perception and physiological stress response in mothers of children with food allergy