Research Grants
The Institute funds two-year research projects that examine complex information challenges within particular contexts with the aim of developing information literacy models that enable people to successfully navigate and contribute to today’s information environment.
We will be announcing the next call for proposals in 2025. Please review our past call for proposals documentation for details.
2024 Grant Awardees
Access and Strengthen Health Information Literacy: A Toolkit to Alleviate Information Poverty in Pregnant Rural Women in Iran
Project Team:
- Leili Seifi, Associate Professor, Department of Knowledge and Information Science, University of Birjand, Iran
- Neda Zeraatkar, Middle East and Islamic Studies Librarian, Emory University
Description:
This study will explore ways to alleviate the health information poverty of rural pregnant women in Iran, while identifying avenues for strengthening and increasing health information awareness of rural pregnant women who lack access to health centers and libraries.
AI and Health Information Literacy: A study exploring the perceived usefulness, and readiness among women in South Asia
Project Team:
- Md. Anwarul Islam, Professor, Department of Information Science and Library Management, University of Dhaka, Bangladesh
- Bhakti Gala, Assistant Professor, Department of Library and Information Science, Central University of Gujarat, India
- Aminath Riyaz, Assistant Professor, Department of Social Sciences, The Maldives National University, Maldives
- Raj Kumar Bhardwaj, Librarian, University of Delhi, India
- Tabassum Aslam, Academic Librarian, Lahore School of Economics, Punjab, Pakistan
Description:
This study aims to understand how women in South Asian countries perceive the usefulness of AI in enhancing health information literacy and the factors that influence readiness to adopt AI-driven health information technologies. The outcomes of the study may assist policymakers and governments in creating health information policies tailored for women in this region, leading to better healthcare outcomes, informed decision-making, and increased gender equality.
Context & Connections: Applying the Critical Cultural Literacy Model to Community-Based Learning
Project Team:
- Alexandra Howard, Assistant Professor, Business Librarian, University of Louisville
- Amber Willenborg, Associate Professor, Instruction Coordinator, University of Louisville
- Dr. Nicole A. Cooke, Augusta Baker Endowed Chair, Professor, School of Information Science, University of South Carolina
Description:
This study aims to apply the Critical Cultural Literacy model to community-based learning courses to equip undergraduate students with a more holistic critical cultural literacy. The research team will develop an online toolkit that librarians and faculty can use to facilitate classroom conversations around critical cultural literacy and help students develop skills that are imperative for inclusive and equitable civic engagement.
Gamified Finance Simulator for Older Adults: A Financial Literacy and Vulnerability Intervention
Project Team:
- Abhinav Choudhry, doctoral student, School of Information Sciences, University of Illinois
- Kyrie Zhixuan Zhou, doctoral student, School of Information Sciences, University of Illinois
- Rachel Adler, Associate Professor, School of Information Sciences, University of Illinois
Description:
This interventional study seeks to improve the financial literacy, reduce the financial vulnerability, and improve the self-efficacy of older adults through the use of a finance simulator that teaches older adults to accomplish digital banking and ecommerce tasks and learn ways to guard against online security threats.
Understanding Ph.D. Students’ Perceptions and Information Literacy Skills Interacting with ChatGPT-Generated Content
Project Team:
- Ehsan Mohammadi, Associate Professor, School of Information Science, University of South Carolina
- Samaneh Borji, doctoral student, School of Information Science, University of South Carolina
- Jiaxuan Zhang, doctoral student, School of Information Science, University of South Carolina
Description:
This study investigates Ph.D. students’ perceptions of ChatGPT-generated content quality and utility within academic coursework and explores their utilization of critical information literacy skills when interacting with such content. The findings of this study may inform the work of educators, policymakers, and AI technology developers seeking to enhance student learning experiences in higher education