Contribution to Book
This chapter will describe how the collection of data on college student assumptions impacted the development and revision of credit courses in digital information literacy. Drawing on qualitative data from pretests, assignments, questionnaires, reflection journals, and student evaluations, the authors will detail their teaching experiences and the development of an assumption responsive curriculum which challenges students to draw connections between new material and prior questions, concerns, and beliefs. We will also discuss the impetus for the development of our pretest survey tool, thoughts on why student assumptions matter in the classroom, and provide excerpts from the qualitative student data that was collected. We will summarize the specific revisions made to our curriculum and the types of assumption responsive lesson plans, activities, and assessments that resulted.
Morrison, Rob, and Greenfield, Deana. (2015). Towards an Assumption Responsive Information Literacy Curriculum: Lessons from Student Qualitative Data. In Troy A. Swanson and Heather Jagman (Eds.), Not Just Where to Click: Teaching Students How to Think About Information Literacy (PIL 68), pp. 173-187. Chicago : Association of College and Research Libraries, a division of the American Library Association.