Publications & Presentations
Publications
Cognitive Apprenticeship Strategies for the Information Literacy Classroom
Two instructors report on their efforts to place current events at the center of a semester-long media literacy course. They discuss strategies to harness curiosity about contemporary topics to create engagement-driven course content. The paper provides concrete examples of activities and assignments used to situate learning in real-world contexts and build students' confidence in navigating information independently.
Re: Beyond Fake News
By highlighting the emotional, behavioral, and cognitive elements of information processing, the authors show students how professional norms, institutional and market pressures shape the news while their own predispositions influence how they interpret the news they consume. The authors emphasize agenda-setting and framing, two fundamental media effects paradigms, and report on their effort to develop news literacy classes informed by the media effects research tradition.
Fake news often overshadows the more subtle ways news media influence its audience. In this paper, the authors address this oversight by introducing the agenda-setting theory of mass communication as a classroom activity for information literacy instruction. This paper presents the value of teaching media effects theories in information literacy classes and outlines a lesson plan on agenda-setting. The ultimate goal of this lesson is to empower students to think critically about the news media ecosystem.
Presentations
Invited
Hammons, J., & Spraetz, J. (2023). Information literacy, equity, and social justice. Ohio State University and Miami University Partnership.
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Spraetz, J., & Boehme, G. (2021). Getting students engaged in the learning process: How to build purposeful, learner-centered information literacy lesson plans. Academic Library Association of Ohio Instruction Interest Group/Distance Learning Interest Group Online Workshop.
Peer-Reviewed
Spraetz, J., & Jaskowiak, M. (2025). 'What's in a name?': Investigating Information Literacy Librarians' roles in academic libraries. Information Literacy Summit, Glen Ellyn, IL.
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Jaskowiak, M., Hilles, S., Morgan, A., & Spraetz, J. (2024). A multidisciplinary graphic medicine collection for undergraduates. Academic Library Association of Ohio, Dublin, OH. (Poster Presentation). *People’s Choice Poster Award winner.
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Jaskowiak, Hilles, S., Spraetz, J., Nagle, S. (2024). Fostering empathy through the combination of graphic novels and Visual Thinking Strategies. International Visual Literacy Association, San Diego, CA.
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Floyd, N., & Spraetz, J. (2024). Streaming Media Literacy: A Theoretical Approach to a Practical Problem. National Association for Media Literacy Education. (Online).
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Spraetz, J. (2023). Meeting students where they are: Developing an information literacy class based on student interests. Academic Library Association of Ohio, Columbus, OH. (Poster Presentation). *People’s Choice Poster Award winner.
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Floyd, N., & Spraetz, J. (2023). Current events and learning apprenticeships in the media and information literacy classroom. American Libraries Association, Chicago, IL.
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Floyd, N., & Spraetz, J. (2023). News literacy concepts for first-year students. The National Resource Center for The First-Year Experience and Students in Transition, Los Angeles, CA.
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Spraetz, J. (2022). Centering disability justice in library instruction. Academic Library Association of Ohio, Columbus, OH.
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Spraetz, J., & Floyd, N. (2022). “I’m sensing some hostility”: Teaching students to overcome personal biases when evaluating sources. Information Literacy Summit. Online.
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Spraetz, J., & Floyd, N. (2021). Connecting media studies and information literacy to help students identify misinformation. Academic Library Association of Ohio, Columbus, OH.
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Spraetz, J., & Boehme, G. (2021). Reclaiming the moment: Reflecting on past challenges and renewing our commitment to learner-centered instructional design for the post-pandemic classroom. Georgia Library Instruction, Teaching, and Reference Conference. Online.
Floyd, N., & Spraetz, J. (2021). Uncovering the protest paradigm through visual framing: A media literacy lesson for college students. The National Association for Media Literacy Education (NAMLE). Online.
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Floyd, N., & Spraetz, J. (2021). Agenda-setting: What a media effects theory can add to information literacy instruction. LOEX. Online.
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Floyd, N., & Spraetz, J. (2020). Demystifying the fact-checking process: Using lateral reading with first-year students. National Resource Center for The First-Year Experience and Students in Transition, Washington DC.
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Spraetz, J., & Miller, L. M. (2019). Advocating for information literacy education through faculty partnerships. Academic Library Association of Ohio, Columbus, OH.
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Spraetz, J. & Gardner, C. (2019). Breaking down the walls of alternative facts: Using an escape room to teach students about mis- and dis- information in our world. Academic Library Association of Ohio, Columbus, OH.
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Reeder, B., & Spraetz, J. (2016). School and public libraries unite: Ensuring our children are prepared for a global future. Kentucky Library Association/Kentucky Association of School Librarians Joint Conference, Louisville, KY.