http://hdl.handle.net/2374.MIA/6297 Ginny Boehme 2026-04-08T10:59:30Z http://hdl.handle.net/2374.MIA/6947 Harnessing Pandora's Box: At the Intersection of Information Literacy and AI (IFLA WLIC 2023 Proceedings) Hilles, Stefanie; Boehme, Ginny; Gibson, Katie; Justus, Roger A group of four librarians from varied disciplinary backgrounds came together to examine issues of artificial intelligence and large language models. We are of the opinion that Pandora's box has been opened. Students will use ChatGPT, so it is important that we engage our students to promote a deeper learning and awareness of this technology and its limitations. As a result, we participated in a semester-long ChatGPT workshop sponsored by our institution's writing center. We explored various aspects of generative pre-trained transformers (GPTs), particularly where it intersects with information literacy, visual literacy, digital literacy, and privacy literacy. We created learning activities closely tied to learning outcomes derived from the Association of College and Research Libraries’ (ACRL) Information Literacy Framework and ACRL's Framework for Visual Literacy in Higher Education. Each centers on a frame and contains an overview of the information or visual literacy issue as it relates to ChatGPT or AI tools. We designed each with customizations appropriate for the different approaches taken in humanities, social sciences, and science courses. http://hdl.handle.net/2374.MIA/6814 Creating Museum Exhibits Faculty-Librarian Collaboration within a First-Year Research Course Boehme, Ginny; Sullivan, Steve; Messner, Kevin Integrating information literacy (IL) into credit-bearing courses is not a new topic for librarians, but few are able to go beyond the traditional one-shot session. Some are able to become embedded in a class, with varying levels of input on the assignments described in the literature. This chapter reports on what could be considered a highly collaborative embedded model of instruction, where the librarians were co-instructors of record and successfully scaffolded IL throughout a semester- or year-long credit-bearing First Year Research Experience (FYRE) course. Recognition of a role for this sustained collaboration between the authors—a museum director and subject librarians—in a research- and writing-intensive service-learning course led to development and delivery of a museum studies course. It was built on a series of student writing assignments and projects that developed specific skill sets in writing practice and critical evaluation and digesting of information. Operating in the context of an undergraduate research experience program, the course provided an opportunity for first-year students from a variety of majors and backgrounds to develop greater facility as competent consumers of scientific and other professional and academic writing and as producers of original writing to be installed as components of museum exhibits. http://hdl.handle.net/2374.MIA/6797 Data Literacy on Demand: Creating a Set of Data Literacy Modules for Remote Instruction Boehme, Ginny; Adams, Kristen; Benzing, Matt The case study presented here, from Miami University, demonstrates one approach to designing and implementing a series of online modules covering data management skills. Through collaboration with the Miami Ecological Big Data Initiative (MiEBDI), a research center that facilitates access to and analysis of ecological big data, the authors have created modules that are usable across the STEM departments with which they liaise. Flexibility was built into the modules’ design so they can be taken together or separately and can be implemented in multiple situations, from an existing course taught by faculty to a workshop for interested students. The Research Data Management (RDM) modules were created for asynchronous use in Canvas, a learning management system (LMS), making them ideal for remote learning. The modules cover basic data management, data curation, data analysis, and data visualization. By completing the modules, students should have the basic skills necessary to process, archive, analyze, and disseminate the data gathered in their research projects. This instruction format allows for more content to be covered than is possible in a one-shot session. Also, as they can be incorporated into courses quickly and easily, they have the potential to reach a greater number of students than might otherwise be possible, which is particularly important during periods of remote learning. http://hdl.handle.net/2374.MIA/6781 FYRE in Special Collections: Exploring Scientific History in a First-Year Research Experience Course Makarowski, Rachel; Boehme, Ginny A case study discussing the use of special collections in a STEM-focused first-year research experience course.