This online module on artificial intelligence (AI) and information literacy covers how to understand, assess, cite, and use AI tools.

Students should expect to spend about 1-2 hours reading/watching the information in this module and completing a couple short quizzes and activities. Learning outcomes:

- Explain generally how AI-based tools work as well as their benefits and risks.
- Recognize when AI gives inaccurate or misleading answers, and fact-check AI output.
- Cite AI-generated work.
- Begin exploring creative ways to use these tools.

Canvas Commons version that includes quizzes is also available for reuse in Canvas-based courses.
Explore the LibGuide version here: https://lib.guides.umd.edu/AI

Developed by the Libraries and the Teaching and Learning Transformation Center (TLTC) at the University of Maryland. Special thanks to The Institute for Trustworthy AI in Law & Society (TRAILS) for their collaboration.

This book presents University of Maryland student research related to Grand Challenges and psychology. Present topics primarily address global health grand challenges, but we expect it to expand as the research included in this book expands and evolves. Each research project presented in this book was pre-registered and has an Open Science Foundation project which allows public access to the research pre-registration, materials, data, analysis code, and poster. Topics covered include psychological grit, risk-taking behavior, optimism, and motivation.

What we see through our windshields reflects ideas about our national identity, consumerism, and infrastructure. For better or worse, windshields have become a major frame for viewing the nonhuman world. The view from the road is one of the main ways in which we experience our environments. These vistas are the result of deliberate historical forces, and humans have shaped them as they simultaneously sought to be transformed by them. In Consuming Landscapes, Thomas Zeller explores how what we see while driving reflects how we view our societies and ourselves, the role that consumerism plays in our infrastructure, and ideas about reshaping the environment in the twentieth century. Zeller breaks new ground by comparing the driving experience and the history of landscaped roads in the United States and Germany, two major automotive countries. He focuses specifically on the Blue Ridge Parkway in the United States and the German Alpine Road as case studies. When the automobile was still young, an early twentieth-century group of designers—landscape architects, civil engineers, and planners—sought to build scenic infrastructures, or roads that would immerse drivers in the landscapes that they were traversing. As more Americans and Europeans owned cars and drove them, however, they became less interested in enchanted views; safety became more important than beauty. Clashes between designers and drivers resulted in different visions of landscapes made for automobiles. As strange as it may seem to twenty-first-century readers, many professionals in the early twentieth century envisioned cars and roads, if properly managed, as saviors of the environment. Consuming Landscapes illustrates how the meaning of infrastructures changed as a result of use and consumption. Such changes indicate a deep ambivalence toward the automobile and roads, prompting the question: can cars and roads bring us closer to nature while deeply altering it at the same time?

Welcome to data journalism. The main goal of this course is to expand your ability to report and tell stories using data. You will use these tools to discover trends in data. You will learn how to create and publish graphics and maps. It’s hard work but it is a lot of fun and very rewarding.

We have some basic goals for you to reach in this class. By the end of the semester, we want you to have basic proficiency and independence with data analysis. We want you to be able to write about data clearly, using the Associated Press style as a benchmark. We want you to be able to find and download a dataset, clean it up, visualize it.

You’ll get a taste of modern data journalism through Google Sheets and programming in R, a statistics language. You’ll be challenged to think programmatically while thinking about a story you can tell to readers in a way that they’ll want to read. Combining them together has the power to change policy and expose injustice.

This book is the collection of class materials compiled by various data journalism professors around the country: Matt Waite at the University of Nebraska-Lincoln’s College of Journalism and Mass Communications and Sarah Cohen of Arizona State University. This version was rewritten by Rob Wells, building on work by Sean Mussenden and Derek Willis, at the University of Maryland Philip Merrill College of Journalism.

There’s some things you should know about it:
- It is free for students.
- The topics will remain the same but the text is going to be constantly tinkered with.
- What is the work of the authors is copyright Rob Wells 2024, Sean Mussenden and Derek Willis 2022, Matt Waite 2020 and Sarah Cohen 2022.

Designed by and for educators, Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers Birth-Age 5 outlines the connection between different areas of language and literacy and describes strategies for supporting development and promoting instruction. Early reading, writing, and language development include pre-writing behaviors, writing attempts, listening, speaking, gestures, and signs.

This textbook was written by a cross-campus team of faculty, including Christine Pegorraro Schull (Senior Lecturer, Family Science, UMD School of Public Health), along with Leslie La Croix, Sara E. Miller, Kimberly Sanders Austin, and Julie K. Kidd.

Created and published with the support of a VIVA Open Grant from the Virtual Library of Virginia.

This resource was created at the University of Maryland (UMD) for instructors who want to develop open educational textbook resources. You may use this template and modify the text and format to fit your open educational resources (OER) needs, whether that is a complete textbook or a single chapter of information. The purpose of this resource is to provide a flexible and free resource for instructors that can promote and facilitate the creation and use of open educational resources.

We teach open science and have used this template to create an OER introduction to statistics textbook (Numbers don't lie (but people do), https://sites.google.com/umd.edu/statisticsinsocialsciences/home), an OER R textbook (Learning R the EZ way, https://sites.google.com/umd.edu/ezlearning-r/home), and an undergraduate research dissemination textbook (Addressing Grand Challenges through open science research, https://sites.google.com/umd.edu/umd-open-science-research/home?authuser=0). We hope others will find this resource useful as well.

This textbook was first compiled by Professor Patrick Hanan at Harvard University in 1984. In the introduction, Professor Hanan acknowledged his appreciation to those who had contributed to the completion and revision of the book. Since then many graduate teaching fellows and professors from the department of EALC at Harvard have provided invaluable suggestions for the revision of this textbook.

Introduction to Classical Chinese was produced with support from the Rebus Community, a non-profit organization building a new, collaborative model for publishing open textbooks. Critical to the success of this approach is including mechanisms to ensure that open textbooks produced with the Community are high quality, and meet the needs of all students who will one day use them. Rebus books undergo both peer review from faculty subject matter experts and beta testing in classrooms, where student and instructor feedback is collected. This book has been peer reviewed by the contributors, the book editors, and their students in the classroom.

How are we so good at recognizing faces and objects? How do we selectively attend to relevant pieces of information (and why do we sometimes fail to do so)? How do we remember what we learned in class (and why do we sometimes forget)? How do we comprehend sentences, make decisions, and solve problems?

These are all questions asked in the field of cognitive psychology, which focuses on the internal mental processes involved in representing concepts, remembering, reasoning, language processing, decision making, and problem solving. More specific questions include: Is it safe to talk on a hands-free cell phone while driving? Is eyewitness testimony reliable? How can you better remember information? What are the pitfalls that lead to bad decisions, and how can they be avoided?

This site is a set of always-in-development open educational resources (OER) related to the field of Cognitive Psychology. The content has mostly been adapted from various other sources (with support from the Maryland Open Source Textbook Initiative - thanks!) in order to serve as the textbook for Introduction to Memory and Cognition PSYC 341 at the University of Maryland, College Park.

As OER they are completely free for students (and anyone else) to use and/or revise/redistribute.

The goal of these materials (and the corresponding PSYC 341 course at UMD) is to promote a good understanding of current theories and debates that motivate research in cognitive psychology, understand which research methods are appropriate to address different questions in the field, and have an improved ability to understand and discuss this knowledge through class participation and assignments. We hope to do this in a way that allows you to see the relevance of cognitive psychological research and theories to your own lives.

If you are an instructor of a class related to cognitive psychology, these materials are free for you to use / adapt as you like – please see the GitHub README for some basic info on how to adapt these materials for your own purposes. If you are neither a student nor a teacher, well, I’m not sure why you’re here, but I hope you find this useful!

Traditionally, the definition of political cinema assumes a relationship between cinema and politics. In contrast to this view, author Mauro Resmini sees this relationship as an impasse. To illustrate this theory, Resmini turns to Italian cinema to explore how films have reinvented the link between popular art and radical politics in Italy from 1968 to the early 1980s, a period of intense political and cultural struggles also known as the long ’68.

Italian Political Cinema conjures a multifaceted, complex portrayal of Italian society. Centered on emblematic figures in Italian cinema, it maps the currents of antagonism and repression that defined this period in the country’s history. Resmini explores how film imagined the possibilities, obstacles, and pitfalls that characterized the Italian long ’68 as a moment of crisis and transition. From workerism to autonomist Marxism to feminism, this book further expands the debate on political cinema with a critical interpretation of influential texts, some of which are currently only available in Italian.

A comprehensive and novel redefinition of political film, Italian Political Cinema introduces its audience to lesser-known directors alongside greats such as Pasolini, Bertolucci, Antonioni, and Bellocchio. Resmini offers access to untranslated work in Italian philosophy, political theory, and film theory, and forcefully advocates for the continued artistic and political relevance of these films in our time.

This insightful work on rural health in the United States examines the ways immigrants, mainly from Latin America and the Caribbean, navigate the health care system in the United States. Since 1990, immigration to the United States has risen sharply, and rural areas have seen the highest increases. Thurka Sangaramoorthy reveals that that the corporatization of health care delivery and immigration policies are deeply connected in rural America. Drawing from fieldwork that centers on Maryland's sparsely populated Eastern Shore, Sangaramoorthy shows how longstanding issues of precarity among rural health systems along with the exclusionary logics of immigration have mutually fashioned a "landscape of care" in which shared conditions of physical suffering and emotional anxiety among immigrants and rural residents generate powerful forms of regional vitality and social inclusion. Sangaramoorthy connects the Eastern Shore and its immigrant populations to many other places around the world that are struggling with the challenges of global migration, rural precarity, and health governance. Her extensive ethnographic and policy research shows the personal stories behind health inequity data and helps to give readers a human entry point into the enormous challenges of immigration and rural health.

Open access text © 2023 Thurka Sangaramoorthy. All rights reserved.
We are proud to announce that this book is freely available in an open-access edition thanks to TOME (Toward an Open Monograph Ecosystem)—a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries—and the generous support of the University of Maryland. Learn more at the TOME website: openmonographs.org.

This resource was created at the University of Maryland (UMD) for instructors who want to teach, students (and instructors) who want to learn, and researchers who want to use R for statistical discovery and analysis. While this is a textbook, it is largely based on hands-on examples with video walk-throughs to take you through accessing R and RStudio, the basics of R and progressing to analyses with step by step templates and video support. The goal is to build confidence with programming early on and demonstrate best coding practices from the start.

Lectia! is a free language learning mobile app developed by the National Foreign Language Center (NFLC) at the University of Maryland. It has lessons for beginner, intermediate, and advanced learners, all based in real-life content created by and for native speakers. Learners explore the culture and history of a country as they learn the words, sounds, and structures of its language.

Select a language, a level, and a goal, and get started. Monitor your progress on the dashboard.

Currently available through the Apple App Store and Google Play.

Choose from 19 languages: Arabic, Bosnian, Burmese, Chinese, Croatian, Dari, French, German, Greek, Indonesian, Korean, Pashto, Persian, Portuguese, Russian, Serbian, Spanish, Thai, or Vietnamese.

Other features:
- Multimedia lessons to supplement in-class learning
- Transcript and translation
- Highlighted text-tracking to follow along with the audio
- Content and background notes
- Extensive glossary list
- Challenging comprehension, vocabulary, and grammar activities that increase in difficulty as you progress

The NFLC e-Learning Portal is a catalog of over 7,000 free language learning materials across dozens of languages and dialects developed by the National Foreign Language Center, with more materials added on an ongoing basis.

Items in the Portal are tagged by language, difficulty level, modality, topic, and objective for easy searching. Items include compact learning objects (five short lessons on a single topic), video learning objects, thematic units, and assessment objects.

Use the bookmark feature to create a list of materials to refer to at a later date. Save and share your lists by using one of the download PDF or CSV options.

Current languages (including multiple variants/dialects): Afaan Oromo, Albanian, Amharic, Arabic, Azerbaijani, Azeri (Northern), Balochi, Bosnian, Brahui, Bulgarian, Cebuano, Chavacano, Chinese, Croatian, Czech, Danish, Dari, Fijian, French, German, Greek, Hausa, Hebrew, Hindi, Hindko, Hungarian, Igbo, Indonesian, Italian, Japanese, Korean, Kurdish, Malay, Pashto, Persian, Polish, Portuguese, Pothohari, Punjabi, Russian, Saraiki, Serbian, Shona, Sindhi, Somali, Spanish, Swahili, Tagalog, Tajik, Tamil, Tausug, Thai, Tigrinya, Tongan, Turkish, Uighur, Ukrainian, Urdu, Uzbek, Vietnamese, Yoruba, Zulu

By examining the dynamic interplay between discourses of fiction and medicine, Novel Medicine demonstrates how fiction incorporated, created, and disseminated medical knowledge in China, beginning in the sixteenth century. Critical readings of fictional and medical texts provide a counterpoint to prevailing narratives that focus only on the “literati” aspects of the novel, showing that these texts were not merely read, but were used by a wide variety of readers for a range of purposes. The intersection of knowledge—fictional and real, elite and vernacular—illuminates the history of reading and daily life and challenges us to rethink the nature of Chinese literature.

This resource was created for Introduction to Statistics students at the University of Maryland, and is designed to help you explore psychological theory, research, and practical applications of statistics. After completing this course in psychology, you will be able to:

- Explain how to use and interpret descriptive and inferential statistics in an ethically responsible way.
- Describe the difference between descriptive (central tendency, dispersion, correlation) and inferential statistics (single, multiple, logistic), and know when to use each.
- Demonstrate analytical skills by critiquing research and media claims.
- Apply statistical concepts and methods in a way that improves your own academic, personal, and professional life.

Each module is structured around key prompts - Learning Objective Questions - and followed by the links to articles, videos, and interactive demonstrations you will need to answer those questions. After studying the readings, videos, and presentations you should be able to answer the learning objective questions in detail without any notes in front of you. If you practice doing that regularly, you are well prepared for any assessment that your instructor can give you!

OpenPSYC was created by Drs. Scott Roberts, Ryan Curtis, and Dylan Selterman while at the University of Maryland to serve as a free alternative to a textbook for students in PSYC 100: Introduction to Psychology. It has been subsequently used and modified by their colleagues.

OpenPSYC is designed to help students explore psychological theory, research, and practical applications of psychological science. After completing this course in psychology, students will be able to:

- Explain patterns of thought and behavior in the context of psychological theories and provide scientific evidence to support their ideas.
- Describe the basic ethical principles that should guide scientific research on the thought and behavior of living organisms.
- Demonstrate analytical skills by critiquing psychological claims and designing valid research that could test their hypotheses.
- Apply psychological concepts and research findings in a way that improves their own academic, personal, and professional life.

Each module is structured around key prompts -- Learning Objective Questions -- and followed by links to the articles, videos, and interactive demonstrations students will need to answer those questions.

The Read Arabic! Internet lessons were developed at the National Foreign Language Center (NFLC) at the University of Maryland primarily with high school students of Arabic in mind; however, the materials can also be used for those in college at the basic and intermediate level as well. The website assumes knowledge of the Arabic alphabet and how to read. In addition to lessons, the website includes a basic overview of the Arabic language in English, from its history to modern usage, and learning suggestions.

The Undergraduate Research Opportunities & Competencies (UROC) open educational resource was designed by the University of Maryland Office of Undergraduate Research to provide undergraduate students with the essential skills and tools to take on an undergraduate research opportunity. UROC is divided into four modules: Intro to Undergraduate Research, Undergraduate Research Toolkit, AI & Information Literacy, and Taking Action. Each module provides an overview of essential research skills and information to prepare students to take on undergraduate research. We encourage students to pick and choose which UROC modules and pages will be most useful to them in their research journey. UROC is also available for instructors, faculty, librarians, and administrators to remix, adapt, or reuse in courses, programs, or online.