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Communication Sciences & Disorders Ed

ICT LITERACY IN COMMUNICATION SCIENCES AND DISORDERS EDUCATION

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

GENERAL:

Association of College & Research Libraries. (2008). Guidelines, standards, and frameworks. http://www.ala.org/acrl/standards/ 

 

MERLOT LINKS:

Key terms: communication, communication disorders, audiology, hearing, speech, speech disorders, language pathology, health, biomedicine, neuroscience, special education, specific terms within the field

  • Science and Technology / Communication Sciences and Disorders
  • Science and Technology / Health Sciences / Audiology
  • Education / TeacherEd / Special Education
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services
  • https://www.merlot.org/merlot/CommunicationSciences.htm

 

LIBGUIDES:

 

OTHER WEBSITES and ARTICLES:

  • Anema, I. (2014). Integrative learning and evidence-based practice: Mastering the process. Contemporary Issues in Communication Science and Disorders, 41(1), 1-11. http://www.asha.org/uploadedFiles/ASHA/Publications/cicsd/2014S-Integrative-Learning-and-EBP.pdf
  • Clinard, E. S., & Dudding, C. C. (2019). Integrating simulations into communication sciences and disorders clinical curriculum: Impact of student perceptions. American Journal of Speech-Language Pathology, 28(1), 136–147.

    Cobus-Kuo, L., & Waller, J. (2016). Teaching information literacy and evidence-based practice in an undergraduate speech-language pathology program: A student reflection. Contemporary Issues in Communication Science & Disorders, 43, 35-49.

    Drigas, A., & Vlachou, J. A. (2016). Information and communication technologies (ICTs) and autistic spectrum disorders (ASD). International Journal of Recent Contributions from Engineering, Science & IT (iJES), 4(1), 4-10.

  • Fenton-Smith, B., & Frohman, R. (2013). A scoping study of academic language and learning in the health sciences at Australian universities. Journal of Academic Language and Learning, 7(1), A61-A79. http://journal.aall.org.au/index.php/jall/article/viewArticle/253
  • Grabowsky, A. (2015). Library instruction in communication disorders: Which databases should be prioritized? Issues in Science and Technology Librarianship (Winter). http://www.istl.org/15-winter/refereed1.html
  • Huriyah, S. (2018). Using ICT programs to support students with dyslexia in acquiring literacy. ETERNAL (English Teaching Journal), 9(2). DOI: http://dx.doi.org/10.26877/eternal.v9i2.2982
  • Jansen, L., Rasekaba, T., Presnell, S., & Holland, A. E. (2012). Finding evidence to support practice in allied health: peers, experience, and the Internet. Journal of Allied Health, 41(4), 154-161.
  • Lawler, J., Iturralde, V., & Goldstein, A. (2015). Engaging college students in advocacy for individuals with disabilities through a disability film media project. Information Systems Education Journal, 13(4), 51-63. http://isedj.org/2015-13/n4/ISEDJv13n4p51.html
  • Leek, D. R., & Brown, C. J. (2019). Beyond information literacy: Rethinking approaches to the college public speaking curriculum. Advances in Librarianship, 46, 37–49.

    Manrique, A. L., Kozma, E. V. B., Dirani, E. A. T., da Silva, M. L., & Frere, A. F. (2016). ICTs in the classroom, multiliteracy and special education: A required interface. Creative Education, 7(07), 963-970.

  • Nagarajan, S. V. (2015). Integration of practice experiences into the Allied Health Curriculum: Curriculum and pedagogic considerations before, during and after work-integrated learning experiences. Education, 16(4), 279-290. http://www.apjce.org/files/APJCE_16_4_279_290.pdf 

 

LEARNING ACTIVITIES IDEA STARTERS:

  • Ask students to create a timeline of a communication disorder concept (e.g., theories about disorders, treatments, training).
  • Ask students to use drawing or image editing software to create a diagram about the physiology of a communication disorder.
  • Ask students to compare communication disorder practices around the world.
  • Ask students to research the cultural connotation of communication disorders in different cultures.
  • Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to communication disorders.
  • Ask students to research assistive technologies for communication disorders.
  • Ask students to interview personnel in different jobs affiliated with communication disorders.
  •  Ask students to compare the same job across different organizations, and within the same organization.
  • Ask students to interview relatives of individuals with a communication disorder in terms of their perceptions, interactions, and knowledge.
  • Ask students to interview teachers of individuals with a communication disorder in terms of their perceptions, interactions, and knowledge.
  • Ask students to research career ladders in the field of communication disorders.
  • Ask students to research the total cost of a communication disorders treatment, including facilities (e.g., utilities, maintenance), equipment (e.g., selection and purchase, training, maintenance, storage), supplies (e.g., ordering, processing, use, disposal), food (selection and purchase, storage, preparation, dissemination, clean-up and disposal), personnel (e.g., labor, training, scheduling), administration (e.g., insurance, accounting, processing).
  • Ask students to research the same topic in two database aggregators (e.g., CINAHL, PubMed, MEDLINE), and compare the process and results.
  • Ask students to analyze the representation of communication disorders in movies (see https://www.youtube.com/watch?v=lq5c6dYfseY).
  • Ask students to research the impact of technology on communication disorders.
  • Ask students to create an infographic about a communication disorders topic.
  • Ask students to create a public service announcement that is related to a communication disorders topic.
  • Ask students to create a timeline about education practices related to students with communication disorders.
  • Ask students to create a virtual museum exhibit about an aspect of communication disorders.
  • Ask students to create a graphic novel about some aspect of communication disorders.
  • Ask students to research laws and legislation that impact communication disorders.
  • Ask students to research the developmental aspects of a communication disorder (e.g., speech impediment) and its treatment.
  • Ask students to locate and critique children’s and teens books about people with a communication disorder. 
  • Ask them to compare fiction and non-fiction depictions.
  • Ask students to locate and analyze the autobiographical writings or videos by people with a communication disorder in terms of experiences, perceptions, and advice.