Information Literacy: Experiences at Texas A&M University at Galveston

Texas A&M University at Galveston is initiating a coordinated Information Literacy Program. It is a three-tiered approach with the beginning level pitched to English 104 (entry level English classes), and progressing at the top tier to senior or graduate level "capstone" classes that are writing-intensive. Although I have been doing "library lectures" throughout my career, this is the most organized approach I have been involved with and I am still at the "more questions than answers" stage of figuring out how to best educate our students; and how to measure that success. My presentation will be both illustrative and inquiring. What works in your shop?

Resources consulted and useful for Information Literacy

Bibliography and list of resources to accompany Information Literacy presentation by Natalie Wiest, presented at the 20th Annual SAIL meeting.

Teaching Change: Information Literacy Collaboration at Texas A&M University at Galveston

While college students use a wide array of technologies to access information, their skills at determining what is relevant, in a university setting and in life, are poor. Many of these skills have to be taught in college courses. Instruction must be performed by a collaborative team using technologies that effectively reach students. This team must be ready to go into the classroom when needed and be able to address the problem whenever the student needs assistance. The results will be better writing and better research skills that will not only benefit the faculty but will lead to lifelong learning.

A meta-analytic approach to quantifying scientific uncertainty in stock assessments

Quantifying scientific uncertainty when setting total allowable catch limits for fish stocks is a major challenge, but it is a requirement in the United States since changes to national fisheries legislation. Multiple sources of error are readily identifiable, including estimation error, model specification error, forecast error, and errors associated with the definition and estimation of reference points. Our focus here, however, is to quantify the influence of estimation error and model specification error on assessment outcomes. These are fundamental sources of uncertainty in developing scientific advice concerning appropriate catch levels and although a study of these two factors may not be inclusive, it is feasible with available information. For data-rich stock assessments conducted on the U.S. west coast we report approximate coefficients of variation in terminal biomass estimates from assessments based on inversion of the assessment of the model’s Hessian matrix (i.e., the asymptotic standard error). To summarize variation “among” stock assessments, as a proxy for model specification error, we characterize variation among multiple historical assessments of the same stock. Results indicate that for 17 groundfish and coastal pelagic species, the mean coefficient of variation of terminal biomass is 18%. In contrast, the coefficient of variation ascribable to model specification error (i.e., pooled among-assessment variation) is 37%. We show that if a precautionary probability of overfishing equal to 0.40 is adopted by managers, and only model specification error is considered, a 9% reduction in the overfishing catch level is indicated.

Report of the training programme on Essential Ecosystem Approach to Fisheries Management (EAFM): developing capacity in the EAFM, Chennai, India, 11-16 August, 2014

Participants were exposed to concepts and information about EAFM using a structured, participatory method of delivery. The learning strategy involved specifically designed exercises, using real examples, to consolidate learning. Daily monitoring and reviews were conducted together with pre-and post-course assessment.