ICT Literacy in Fire Safety

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

GENERAL:

Association of College & Research Libraries. (2008). Guidelines, standards, and frameworks. http://www.ala.org/acrl/standards/ 

MERLOT LINKS:

• Key terms: fire safety, firefighting, fire administration, fire prevention, fire protection, fire science, fire service; emergency services, public safety, specific applications (e.g., chemistry, criminal justice, disaster planning, insurance, medicine, public health)
• Workforce Development / Fire Safety
• Academic Support Services/ ICT literacy
• Academic Support Services/Library and Information Services
• MERLOT fire safety community portal https://www.merlot.org/merlot/FireSafety.htm

LIBGUIDES:

• https://www.fsi.illinois.edu/content/library/ Illinois Fire Service Institute guides to databases, emergency and disaster preparedness, Hazmat resources, ethanol and the fire service, agricultural emergencies, and historical information
• http://libguides.eku.edu/fire/fse101 Eastern Kentucky University research guides for articles, Westlaw, national fire codes, industry standards, websites, and course-related resources
• http://libguides.humboldt.edu/c.php?g=303828&p=2025646 Humboldt State University wildland fire reference resources: reference sources, maps, statistics and data sets, photos, software, databases and bibliographies, agencies and organizations, literature reviews 

OTHER WEBSITES and ARTICLES:

• Arnold, J. (2008). Lifelong learning. Unpublished manuscript, Swinburne University of Technology, Victoria, Australia. http://www.fbu.me.uk/newspress/ffmag/2004/1204/1204skills.pdf
• Bullard, T. (2015). Designing a user interface for serious games: Observing differences in user response between gamers and non-gamers within the West Yorkshire Fire and Rescue Service. Doctoral dissertation, University of Huddersfield. http://eprints.hud.ac.uk/26885/1/Final%20thesis%20-%20BULLARD.pdf
• Cooper, M. S. (2017). Awareness and acceptance of web-based training by rural firefighters (Doctoral dissertation, Oklahoma State University).  https://shareok.org/handle/11244/54509
• Edwards, A., Smith, S., & Pang, V. (2017). A data driven approach to reducing the risk and impact of structure fires. In PACIS (p. 145). https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1136&context=pacis2017
• Holmgren, R. (2013). ICT as a catalyst in problem-based learning processes?: A comparison of online and campus-based PBL in Swedish fire-fighter training. International Journal of Adult Vocational Education and Technology (IJAVET), 4(2), 1-14. http://www.igi-global.com/article/ict-catalyst-problem-based-learning/78268
• Lloyd, A. (2005). Working information. Journal of Workplace Learning, 18(4), 186-198. https://www.researchgate.net/profile/Margaret_Somerville/publication/235307027_Working_information/links/553320bf0cf27acb0dedb5b1.pdf
• Miller, T. (2019). Enhancing Readiness: an exploration of the New Zealand qualified firefighter programme (Doctoral dissertation, Auckland University of Technology). http://156.62.60.45/bitstream/handle/10292/12338/MillerT.pdf?sequence=3&isAllowed=y
• Penney, G. (2010). Executive Fire Officers' strategic thinking capabilities and their relationship with information and communication technology. Doctoral dissertation, Florida Atlantic University. http://media.proquest.com/media/pq/classic/doc/2120246421/fmt/ai/rep/SPDF?_s=FZCSzsFKByMgAuo2LWfZcYKR%2BM8%3D
• Radianti, J., Ben Lazreg, ., & Granmo, O. (2015). Fire simulation-based adaptation of SmartRescue App for serious game. Engineering Applications of Artificial Intelligence, 312-325.
• Ruan, L. J., Groves, A., & Richardson, D. (2011). Library practices and management in the digital age of fire information. in FIRE Annual Conference, Champaign, IL, May 10. https://www.ideals.illinois.edu/handle/2142/25040
• Somerville, M., & Lloyd, A. (2006). Codified knowledge and embodied learning: The problem of safety training. Studies in Continuing Education, 28(3), 279-289. 
• Truong, H., Qi, D., Ryason, A., Sullivan, A. M., Cudmore, J., Alfred, S., ... & Jones, D. B. (2022). Does your team know how to respond safely to an operating room fire? Outcomes of a virtual reality, AI-enhanced simulation training. Surgical Endoscopy, 36(5), 3059-3067. DOI: 10.1007/s00464-021-08602-y
• Williams-Bell, F. M., Kapralos, B., Hogue, A., Murphy, B. M., & Weckman, E. J. (2015). Using serious games and virtual simulation for training in the fire service: A review. Fire Technology, 51(3), 553-584. 

LEARNING ACTIVITIES IDEA STARTERS:

• Ask students to create a timeline of some aspect of the fire service industry (e.g., firefighting techniques, transportation, equipment, clothing, laws and regulations). 
• Ask students to make a sociogram (or web map) of stakeholders and decision-makers for a community fire service. 
• Ask students to compare state regulations that apply to the fire service industry.
•  Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to fire services and technology. 
• Ask students to research ethical issues related to the fire service industry. 
• Ask students to create ethical problem scenarios, and have their peers solve the problems. 
• Ask students to interview personnel in different jobs within the fire service industry and associated industries (e.g., public administration, science, architecture, military). 
• Ask students to research the outlook for the fire service industry in terms of labor market, technology, conditions for fires. 
• Ask students to research the development, manufacturing, and distribution of a fire service industry product (e.g., fire hose, fire alarms, fire extinguishers, sprinklers). 
• Ask students to research the same topic in two database aggregators (e.g., Applied Science and Technology, Military and Government Collection), and compare the process and results. 
• Ask students to analyze the representation of fire service industry in the movies and on television; how accurate at the portrayals; what are the characters’ attitudes towards the profession? 
• Ask students to research the impact of technology on the fire service industry. 
• Ask students to locate apps that would be appropriate in the fire service industry — or for the community relative to fire safety. 
• Ask students to create an infographic about fire safety. 
• Ask students to create a podcast about an aspect of fire safety. 
• Ask students to create a graphic novel about an aspect of fire safety.
•  Ask students to create a virtual museum exhibit about an aspect of fire-fighting. 
• Ask students to compare urban fires and wildland fires in terms of strategies, personnel, equipment; ask them to visualize the comparison using a Venn diagram. 
• Ask students to investigate the history of fires and fire-fighting using primary sources (e.g., the Library of Congress’s American Memory collections: http://memory.loc.gov/ammem/index.html)
• Ask students to locate data sets about fires, and analyze those data in terms of fire safety, fire prevention or fire-fighting. 
• Ask students to research the chemistry of fire safety. 
• Ask students to research about ways that people deal with fire, and then role-play those scenarios, with one person acting as the fire safety professional who has to deal with the person.