Communication Sciences & Disorders Ed
ICT LITERACY IN COMMUNICATION SCIENCES AND DISORDERS EDUCATION
Compiled by Dr. Lesley Farmer, California State University Long Beach
Association of College & Research Libraries. (2008). Guidelines, standards, and frameworks. http://www.ala.org/acrl/standards/
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
- http://calstatela.libguides.com/COMD CSU Los Angeles University guide to finding articles, literature reviews, websites, specialized information; includes research tips
- http://libguides.marshall.edu/commdisorders Marshall University guide to locating and using periodicals, databases, statistics, reference, websites, evidence-based practice, research tools and services; include database tutorials
- http://libguides.govst.edu/content.php?pid=39346&sid=4657927 Governors State University webinar recordings about using databases and other research tips, focusing on communication disorders; also includes help in locating apps, measurement tools, and anatomic models
- http://guides.nyu.edu/c.php?g=276677&p=1847740 New York University FAQs for locating resources (including background information, databases, grey literature, test instruments, and evidence-based practices), writing and citing; includes tutorials
- http://libguides.und.edu/communication-sciences-and-disorders University of North Dakota guide to key references, databases, book reviews, associations, tests, images, DVDs, realia; includes research skills tips and handouts; notes college and career skills
- http://libguides.ollusa.edu/communicationdisorders Our Lady of the Lake University research atarters for courses on communication and learning disorders
- http://libguides.geneseo.edu/c.php?g=67346&p=435446 State University of New York at Genesco lesson planning resources including youth literature, media, web, news, assessment instruments, text sets, primary sources, puppetry, instructional design, course guides, education research guides, and copyright
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.