Scholarship of Teaching and Learning

An Assessment of Information Literacy Curriculum in a Family Science College Course

DOI: 10.26536/BXOK6802

  • C. Rebecca Oldham, Human Development and Family Science Program, Middle Tennessee State University
  • Ashley Shealy, James E. Walker Library, Middle Tennessee State University
  • Clay Oldham, James E. Walker Library, Middle Tennessee State University
  • Tara L. Griffith, Department of Psychology, Freed-Hardeman University

Links to Supplemental Materials

  1. Social Media Module (PDF)
  2. Librarian Social Media Guest Lecture (.ppt)
  3. Meme of the Week Assignment and Rubric (PDF)
  4. Weekly Class Discussion Slides (.ppt)
  5. The Fight (or Folly) for $15 (PDF)
  6. News Media Literacy Module (PDF)
  7. Librarian News Media Guest Lecture (.ppt)
  8. Newsday Tuesday Assignment Series (PDF)
  9. Current Event Analysis Paper Interactive Guidelines (PDF)
  10. Current Event Analysis Paper Example (PDF)
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Abstract

As misinformation proliferates in social media and news, information literacy skills are increasingly important for family science professionals and scholars. Family science courses’ focus on controversial issues may contribute to dispositions and practices that support information literacy. However, it is unclear whether there is any added benefit to incorporating an information literacy-focused curriculum. This study presents the pre-and post-test assessment of a family science course on poverty and discrimination that integrated an information literacy curriculum. Repeated-measures ANOVAs tested whether there were significant increases in information literacy dispositions and practices over the semester and whether students in the treatment groups improved more than the control group. Six-week online summer versions of the course, with and without an information literacy curriculum (n = 8 students in each group), did not see significant changes in related attitudes or practices, possibly due to small sample sizes or ceiling effects. However, students in fifteen-week fall courses—in both online (n = 12) and hybrid (n = 21) formats—reported significant improvements over time, particularly in their self-reported information literacy habits and feelings of self-efficacy, though less so in attitudes. Quadratic effects in the online courses suggested a Dunning-Kruger effect, wherein students overestimated their abilities and initially experienced a decline in self-efficacy and habits before experiencing improvements by the end of the semester. Family science educators are encouraged to work with librarians to develop a pragmatic and practice-oriented curriculum to help students increase their confidence and competence in information literacy.

2025 Volume 29 Issue 1, Family Science Review, , ,
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Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

DOI: 10.26536/OAXQ7082

  • Olena Nesteruk, Department of Family Science & Human Development, Montclair State University
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Abstract

This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.

2024 Volume 28 Issue 1, , , ,
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Undergraduate Students’ Attitudes Toward Marriage Equality: Changes in an Introductory Family Science Course

DOI: 10.26536/ZCTL3235

Author

  • Nikki DiGregorio, Department of Family Studies and Community Development, Towson University

  • Trent W. Maurer, School of Human Ecology, Georgia Southern University

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Abstract

This study explored undergraduate students' changes in attitudes toward marriage equality in an introductory family science course. Students enrolled in the course were exposed to teaching activities centered largely around prejudice and discrimination to examine their effectiveness in facilitating the development of more positive attitudes toward marriage quality. The results of quantitative analyses revealed that substantial numbers of students became more supportive of marriage equality over time in this course. Qualitative analyses of written open-ended student responses utilizing the constant comparative method resulted in three emergent themes: support of marriage equality, increased understanding of marriage equality, and opposition to marriage equality. Collectively, the findings of this exploratory study indicate that the teaching method utilized was effective in fostering the development of more positive attitudes toward marriage equality. Implications for future research, replication, and adaptation in other disciplines are discussed.

2023 Volume 27 Issue 3, , ,
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