Class 1 PowerPoint_F24.pptx

Information Literacy to Support Academic Discourse Module 1, Fall 2024 Katie Wahler, MSN, ARNP & Emily Spracklin, MLIS Powerpoint adapted from Christine Espina, DNP, RN Why I’m in Awe of the Spiral by Thomas Centolella Sign up for Poetry Corner! Today’s Agenda 0830-...

Information Literacy to Support Academic Discourse Module 1, Fall 2024 Katie Wahler, MSN, ARNP & Emily Spracklin, MLIS Powerpoint adapted from Christine Espina, DNP, RN Why I’m in Awe of the Spiral by Thomas Centolella Sign up for Poetry Corner! Today’s Agenda 0830-0915 Introductions, Community Ground Rules, and Syllabus Review and Q&A (35 min) 915-925 Break (10 min) 0925-1005 Lecture: Starting with YOU as the narrator (40 min) 1005-1010 Break (5 min) 1010-1100 Lecture: Authority is Constructed & Contextual (50 min) 1105-1110 Break (5 min) 1110-1120 Overview of research study/Consent Forms/Q&A (10 min - Christine) 1120-1140 Assignment #1: Social Media Use survey (20 min) 1140-1150 Q&A - Exit Ticket WESTERN WASHINGTON UNIVERSITY | MAKE WAVES.  Emily Spracklin BA in Politics, Philosophy, and Economics from WWU Minored in Teaching English to Speakers of Other Languages Taught English to international students after college MLIS from University of Washington Emphasis on Archives and Special Collections Started at Western Libraries in 2017 in the Interlibrary Loan Department. Became a librarian in 2019. Introduce your neighbor Find someone you don’t know Introduce yourself and exchange the following info: What has been your favorite vacation? If you could go anywhere in the world for vacation, where would you go? Then you will introduce your colleague to the rest of the class Community Ground Rules How will we co-create an authentic and welcoming learning environment together?  NURS 301 Class Schedule Subject to change – change notifications will be emailed or announced through Canvas Face-to-Face class will start between 8:30-9:30 am and end between 11:30am-11:50am Check Canvas announcements before F2F class day Integrated library workshops  N301 Course Objectives 1. Use technology to access and evaluate credibility of varied sources of information Use academic research databases (ex. CINAHL) Use tools on the internet to evaluate credibility of online sources of information including social media claims Evaluate source validity and bias  Course Objectives 2. Synthesize and assimilate information through critical reading and discourse Critical reading of academic AND online sources Conduct a rhetorical analysis on a topic of interest Participate in academic discourse and dialogue  Course Objectives 3. Assess one’s own strengths and opportunities to enhance professional communication Identify nurses’ role in the healthcare team Understand the impact of your strengths and limitations on the team Connect your own social location with your communication patterns (link to NURS 305 social justice course)  Course Objectives 4. Evaluate individual contributions to group dynamics, problem solving and project success Self reflection (individual temperament and your unique standpoint) Improve communication skills to improve patient outcomes Verbal Written Required Textbook Inclusive Access via Canvas Opt-out by October 9th to get a refund We will use this text just for this class in fall quarter  Canvas https://wwu.instructure.com Make sure you are checking your Canvas email Forward to an email that you check daily Log in and check once a day Look at assignment feedback Canvas rubric/Submission comments Video recordings Document with instructor comments Instructor annotations within the Canvas submission  Canvas Organization Course Resources module Helpful resources Course Q&A, Assignment Extension Form module Three sections in each weekly Canvas module: To read or to view (Required) To complete or submit (Required) To explore (Optional/more to do) Pre-Week 1 Assignment Expectations/Norms Video with embedded quiz If you have not already completed: you must complete this 48 hours from now (8am on Thurs for Tuesday cohort or 8am on Saturday for Thursday cohort) or you will receive 0/10 points. Week 1 Assignments 1. Myers Briggs temperament and Standpoint Reflection (5 points) 2. Complete Assignment #2 Myers Briggs Temperament and Standpoint Reflection a. Filed in Module 1, NURS 301 Canvas site b. Due date is 8am the day of your next in-person class Perusall Readings 1. Perusall readings (Cr/NC) a. Future of Nursing Report b. Greene & Lidinsky Ch. 1 (5th ed.) c. Recalibrating our approach to misinformation d. Information is a Determinant of Health e. Source Evaluation Paper Assignment Instructions  Final Assignment: Source Evaluation Paper Assignment purpose To develop scholarly reading and writing skills through: Reading scholarly sources critically Analyzing and synthesizing sources Developing your academic voice  Final Assignment: Source Evaluation Paper Skills developed: Search the literature for 5-7 academic and digital sources relevant to your selected issue/topic Summarize and analyze your selected sources Draw conclusions based on your understanding and analysis Synthesize these to create an informative text of your own on the issue/topic  Source Evaluation Paper Individual paper Topic must be related to the nursing profession or the Future of Nursing Report (2021) 8-12 pages in length (excluding title page and references) APA style (7th ed.) 5-7 references required Worth 50 points (33% of course grade) Break Starting with YOU as the Narrator WESTERN WASHINGTON UNIVERSITY | MAKE WAVES. Why do we have this course in the BSN? NURS 301 Information Literacy to Support Academic Discourse  Google’s definition of “literacy” provided by Oxford Languages lit·er·a·cy /ˈlidərəsē,ˈlitrəsē/ noun 1. The ability to read and write a. Synonyms: ability to read and write, reading/writing proficiency; learning, book learning, education, scholarship, schooling "literacy and numeracy are the first goals of education" 2. Competence or knowledge in a specific area  Google’s definition of “discourse” provided by Oxford Languages dis·course noun noun: discourse; plural noun: discourses ˈdisˌkôrs/ 1. written or spoken communication or debate. "the language of political discourse" synonyms: discussion, conversation, talk, dialogue, a formal discussion of a topic in speech or writing. conference, debate, consultation "a discourse on critical theory" synonyms: essay, treatise, dissertation, paper, study, critique, monograph, disquisition, tract  What are we learning about in this course? Syllabus course description Information Literacy to Support Academic Discourse focuses on developing the ability to: Utilize technologies to access and evaluate the credibility of information, Consider the strength of varied perspectives, and Develop skills of academic discourse necessary to develop a reasoned analysis of current issues in healthcare and the profession of nursing. "Bloom's Taxonomy" by Vandy CFT is licensed with CC BY 2.0. To view a copy of this license, visit https://creativecommons.org/licenses/by/2.0/  What is Academic Writing? Academic writing refers to a particular style of expression that researchers use to define the intellectual boundaries of their disciplines and their areas of expertise. James Gee’s theory of discourse Gee, J. P. (1989). Literacy, discourse, and linguistics: Introduction. The Journal of Education, 171(1), 5–176. http://www.jstor.org/stable/42743865 James Gee: What is discourse? https://www.youtube.com/watch?v=qEB4rAZanpM Code switching: Key & Peele https://www.youtube.com/watch?v=qXH5CD3O7Oc And another resource: Key & Peele and code-switching (NPR, Exercise: Identify a 1º and 2º discourse 1. Choose one primary and one secondary setting/group in your everyday life. 2. Compare and contrast: What unique behaviors or language might you use to make a successful request using primary or secondary discourse? Example: Setting and group Behavior and language Primary discourse Family, siblings Immature, teasing, funny Secondary Workplace, colleagues Professional, work-related, use humor discourse sparingly and carefully The bio-ecological model of human development Urie Bronfenbrenner, PhD Urie Bronfenbrenner, PhD Slide authored by Mary Baroni, PhD, RN  April 29, 1917 – September 23, 2005 Slide authored by Mary Baroni, PhD, RN Slide authored by Mary Baroni, PhD, RN  Urie’s Story Born April 29, 1917 in Moscow but from Odessa Immigrated to U.S. in 1923 as a 6 Year Old Higher Education – Cornell (BA), Harvard (MEd), PhD (Michigan) WW II – Enlisted day after his PhD as Conferred Faculty Positions – Michigan & Cornell Scientific Faculty Exchanges to Soviet Union 1950’s – 1960’s Co-Founder of Project Head Start Father, Teacher, Scholar, Mentor, Maverick Died September 25, 2005 at 88 Years Slide authored by Mary Baroni, PhD, RN Slide authored by Mary Baroni, PhD, RN  The ecology of human development “involves the scientific study of the progressive, mutual accommodation between an active growing human being and the changing properties of the immediate settings [microsystem] in which the person lives, as this process if affected by relations between these settings [mesosystem], and by the larger contexts [exo-, macro-, & chrono-systems] in which the settings are embedded.” Bronfenbrenner, 1979, p 21 Slide authored by Mary Baroni, PhD, RN  “There is nothing so practical as a good theory” (Kurt Lewin) “The ecological environment is conceived as a set of nested structures, each inside the next, like a set of Russian dolls. “ (Bronfenbrenner, 1979, pg. 3) 1. Individual – Physical, Cognitive, Social- Emotional 2. Microsystem – Settings/Immediate Environments 3. Mesosystem -- Connections between settings 4. Exosystem – Indirect Settings/Environments 5. Macrosystem – Larger Socio-Cultural-Political Context 6. Chronosystem – Chronological/Historical Events Slide authored by Mary Baroni, PhD, RN  Microsystem “is a pattern of activities, roles, and interpersonal relations experienced by the developing person in a given setting with particular physical and material characteristics.” Bronfenbrenner, 1979, p22 Slide authored by Mary Baroni, PhD, RN  Mesosystem “comprises the interrelationships among two or more settings in which the developing person actively participates (such as for a child, the relations among home, school, and neighborhood peer group; for an adult, among family, work, and social life).” Bronfenbrenner, 1979, pg 25 Slide authored by Mary Baroni, PhD, RN  Exosystem “refers to one or more settings that do not involve the developing person as an active participant, but in which event occur that affect, or are affected by, what happens in the setting containing the developing person.” Bronfenbrenner, 1979, p. 25 Slide authored by Mary Baroni, PhD, RN  Macrosystem “ refers to the consistencies, in the form and content of lower-order systems (micro-, meso-, and exo-) that exist or could exist, at the level of the subculture as a whole, along with any belief systems or ideology underlying such consistencies.” Bronfenbrenner, 1979, pg. 26 Slide authored by Mary Baroni, PhD, RN  Chronosystem “encompasses change or consistency over time not only in the characteristics of the person but also of the environment in which that person lives (e.g. changes over the life course in family structure, socioeconomic status, employment, place of residence, or the degree of hecticness and ability in everyday life).” Bronfenbrenner, 1994, pg.40 Slide authored by Mary Baroni, PhD, RN Let’s practice this theory! Recall your two groups identified earlier for the primary & secondary discourse exercise. At which level are they located on your own ecological model? Extra challenge: Can you identify larger exo, macro, or chronosystems that impact you today? Break  Authority is Constructed and Contextual NURS 301 Module 1 - Fall 2024 Emily Spracklin, MLIS; and Christine Espina, DNP, RN Learning Goals Reflect on how you seek and evaluate information in a [clinical] setting. Explain what “authority is constructed and contextual” means. Begin making connections between clinical practice and information literacy. Materials Group Assignments (Module 1>Module 1 PowerPoints and Links): ○ In-Class Exercise Links: Mod. 1 Look for your name and identify your group. Click the link in the left-hand column to open your group’s copy of the exercise. Scroll through the document to find your name. Each person has their own table to complete. Part 1: Reflect on a Clinical Information Seeking Experience 1. Briefly describe a 2. Use ADPIE to describe your [clinical] scenario where research process for addressing the information you needed information. need. Focus on the who, what, Assessment: How do you know you need where, when, and why. more information? Diagnosis: What did you need to Example: A patient delivered her prioritize? baby and decided several hours later she wanted to put her baby up Plan: What was your plan to resolve the for adoption. She requested information need? What factors and/or information on her options available evidence contributed to the development at the hospital. She explained she of your plan (thoughts, feelings, patient was not in the position to bring a behavior, staff actions, time, etc.)? baby home. Intervention: What did you do? Evaluation: Did your plan work? Was the information need met? How do you know?  Part 1: Reflect on a Clinical Information Seeking Experience 2. Use ADPIE to describe your research process for identifying the question (information need) and addressing it in more detail. Respond to each prompt: Assessment: How do you know you need more information? Example: Patient was requesting an adoption, which was unexpected and is usually pre-arranged prior to delivery. I did not know the appropriate course of action. Diagnosis: What did you need to prioritize? Example: I need to prioritize the mothers needs, and be sensitive to her emotions. But also ensure it was a sound decision. Plan: What was your plan to resolve the information need? What factors and/or evidence contributed to the development of your plan (thoughts, feelings, patient behavior, staff actions, time, etc.)? Example: I contacted our MSW to come and discuss the situation with the patient, and possible options. Found the root cause for her decision. Intervention: What did you do? Example: She requested the baby be taken from the room, and the baby became a “safe haven” baby. The mother was discharged home with an in home follow up the next day, and access groups and close follow up. Evaluation: Did your plan work? Was the information need met? How do you know? Example: Overall the information need was met, as the patient reported that I answered their question well enough until a provider could provide more information. Authority is Constructed and Contextual Authority: Power to influence or command thought, opinion, and/or behavior within a community. Construct: To make or form by combining or arranging parts or elements Context: The circumstances and setting within which an https://knowyourmeme.com/memes/depends-on-the-c event, situation, question, or idea occurs. ontext Authority can be constructed in different ways. ○ Education/training ○ Societal position ○ Relationships ○ Lived experience ○ Publication protocols like fact-checking, editing, and peer-review ○ Reputation ○ A combination of these or other factors As RNs, how is your authority constructed? Authority in Academic Discourse In the context of health sciences and academia generally,... Authority is primarily constructed from a publication process called Peer-Review. When conducting scholarly research & writing - like you will practice in this class - peer reviewed research is considered the strongest form of evidence. Academics build their authority, in part, through publishing Peer-Reviewed articles.  Authority Beyond Academic Discourse However… Accessing peer-reviewed research is prohibitively expensive outside of higher education. Those publishing scholarly research are still primarily white and male ( Abdalla et al., 2022). ○ This impacts the research agenda - what questions are being asked? By who? About whom? Linguistically, peer-reviewed research is primarily in English. Over 130 million people (approx. 54%) in the U.S. lack literacy proficiency ( Rothwell, 2020) In a clinical setting, nurses do not have time to seek out and read peer-reviewed research when they have a question (Diekema et al., 2019). Therefore, it’s insufficient to focus information literacy instruction solely on how to find and evaluate peer-reviewed literature. As students, practicing nurses, and engaged citizens you must be able to assess authority across contexts to choose the best possible information source.  Context, Question, Intended Use Context: Question Intended Use Who, what, when, where, why? Wellness visit (patient, nurse, Is vaping safer than smoking? To inform a personal health doctor’s office) decision Public Health Department Is vaping safer than smoking? To inform local legislation presenting to city council Middle School Health Class Is vaping safer than smoking? Teach students health effects of of tobacco use We use this information to choose an appropriate source type (article, video, person, book, website) and appropriate form or level of authority.  Source types can give us clues about the author’s authority. Example Source Types TikTok Peer-Reviewed Religious R.N. Newspaper Book Video Article YouTube Leader Article Video Patient Up to Date  All sources are not equal Example Source Types TikTok Peer-Reviewed Religious R.N. Newspaper Book Video Article YouTube Leader Article Video Patient Up to Date Depending on the context & information need, certain sources will be better than others.  Consult a variety of sources to address complex questions. Example Source Types TikTok Peer-Reviewed Religious R.N. Newspaper Book Video Article YouTube Leader Article Video Patient Up to Date Bias and worldview affect which sources we accept or ignore. Example Source Types TikTok Peer-Reviewed Religious R.N. Newspaper Book Video Article YouTube Leader Article Video Patient Up to Date Why do you choose to trust one source over another? Be open to new evidence and diverse viewpoints. Seek out underrepresented voices Check the privilege of information creators  Part 2: Authority is Constructed and Contextual Using what you know about the constructed and contextual nature of authority, analyze the sources that were available to you in your [clinical] scenario and situate the scenario within Bronfrenbrenner’s theory. List each information source available to you in the scenario Considering the context of the situation and the constructed nature of authority, describe why you chose to use or not to use each source? Describe the role of Bronfrenbrenner’s theory on the scenario. Break Social Media Use & Literacy We invite you to participate in a research study Principal Investigator: Christine Espina, DNP, RN Co-Investigator: Emily Spracklin, MLIS NURS 301 Assignment #1 Social Media Survey (30 min) Reminders of Week 1 assignments Exit Ticket (due tonight by 11:59pm) Myers Briggs Temperament and Standpoint Reflection (due 8am of next week’s class) Perusall Readings Expectations/Norms video/quiz if you have not completed yet  Before we adjourn... Complete Exit Ticket #1 (Module 1) Credit/No Credit assignment but counts towards your final Participation & Engagement score at the end of fall quarter Free writes to reinforce in-class material Due end of the day today! Exit Ticket #1