Faculty Profile

Greg Hardin

Title
Associate Librarian
Department
Library - PS - Library Learning Services
College
University of North Texas
Special Appointment
Libraries
University of North Texas

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
MLS, Texas Woman's University, 2000. 
Major: Library and Information Studies
BS, University of Idaho, 1993. 
Major: Communication
Degree Specialization: Photography and Film





          

        
                

          
Current Scheduled Teaching*


          
No current or future courses scheduled.


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
No previous courses available.

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Conference Proceeding
Campbell, D., Hardin, G.  (2019). Incorporating Propaganda Analysis in the Use of the Framework for Information Literacy for Higher Education in a Post-Truth Era. Texas Library Journal. Summer 2019(Special Issue), 123-126.  Austin, TX: Texas Library Association. https://issuu.com/txlibraryassociation/docs/tlj_summer-special_issue-contribute
Infographic Handout
Henson, B., Hardin, G., Hardin, C., Harker, K., Richardson, J.  (2019). Information Literacy & Student Learning Outcomes Infographic Handout. Other. Where Does Information Literacy Fit? Mapping the Core. Association of College and Research Libraries/ American Library Association. https://sandbox.acrl.org/library-collection/information-literacy-student-learning-outcomes-infographics
Infographic Poster
Henson, B., Hardin, G., Hargis, C., Harker, K., Richardson, J.  (2019). Information Literacy & Student Learning Outcomes Infographic Poster. Other. Where Does Information Literacy Fit? Mapping the Core. Association of College and Research Libraries/ American Library Association. https://sandbox.acrl.org/library-collection/information-literacy-student-learning-outcomes-infographics
Journal Article
Roy, L., Hardin, G. G. (2015). Teaching the Catalog as a Reference Tool. The Reference Librarian. 56(1), 73–77. Taylor & Francis. http://www.tandfonline.com/doi/abs/10.1080/02763877.2015.972915
Hardin, G. G., Klug, B., Williams, U.  (2012). Pioneering new directions: Creating a social media strategy. Texas Library Journal. 88(2), 83–86. http://www.txla.org/sites/tla/files/TLJ/TLJ-88-2.pdf
Research Report
Martin, R. S., Brown, S. L., Claes, J., Gray, C. A., Hardin, G. G., Judkins, T. C., Kingrey, K. P., Latham, C., Lindsey, T. K., Rogers, J., others,  (2000). The impact of outsourcing and privatization on library services and management. Other. 111.  Chicago, IL: American Library Association. http://www.ala.org/tools/sites/ala.org.tools/files/content/outsourcing/outsourcing_doc.pdf
Technical Report
Hardin, G., Hargis, C. N., Henson, B.  (2017). Information Fluency Initiative: Curriculum Mapping Group Procedures and Timeline Report. 21. https://digital.library.unt.edu/ark:/67531/metadc1703586/
Webpage
Hardin, G.  (2020). Beta Phi Mu, Beta Lambda Chapter Facebook Page.. https://www.facebook.com/pg/bpmbetalambda/
White Paper
Hardin, G. G. (2016). White Paper: University of North Texas, Information Fluency Initiative. 25. http://digital.library.unt.edu/ark:/67531/metadc944367/



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Grant - Research   
Andrews, P. (Principal), Hardin, G. G. (Supporting), Smith, S. (Supporting), "Dean's Innovation Grant," University of North Texas, $2500 Funded. (September 1, 2016 – August 31, 2017).
Andrews, P., Hardin, G. G., Smith, S., "What’s Brewing at UNT," Sponsored by University of North Texas Libraries Dean’s Innovation Grant, University of North Texas, $2500 Funded. (May 31, 2016 – August 31, 2017).
Grant - Service   
Martin, J. E. (Principal), O'Keefe, L. M. (Supporting), Hardin, G. (Supporting), "Dean's Innovation Grant," Sponsored by UNT Libraries, University of North Texas, $5000 Funded. (September 1, 2017 – June 2018).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
      • 
					
    • The course content was
      • 
					
    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
      • 
				
    
			
    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
      • 
					
    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
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