CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Integrating information literacy into the graduate liberal arts curriculum: A faculty-librarian collaborative course model
Tác giả
Xiao J.; Traboulay D.
Năm xuất bản
2008
Source title
Public Services Quarterly
Số trích dẫn
3
DOI
10.1080/15228950802110577
Liên kết
Tóm tắt
The article presents a faculty-librarian collaborative course model for information literacy instruction for liberal arts students. Information literacy was integrated seamlessly into a master's thesis seminar, and the faculty member and librarian worked together to teach students effective research skills while helping them make personal connections to their theses. The learning experience was transformational. As students engaged themselves with problems of the real world and shared their learning, their voices articulated insights about themselves and the world. The authors conclude that integrating information literacy into the curriculum and teaching students holistically is the key to successful student learning. © 2007 by The Haworth Press. All rights reserved.
Từ khóa
Collaboration; Course management system/Blackboard; Graduate students; Information literacy; Library instruction; Plagiarism prevention; Teaching; Turnitin
Tài liệu tham khảo
Center for Academic Integrity (CAI) Research, (2005); Cohen D., Course-Management Software: Where's the Library?, Educause Review, pp. 12-13, (2002); Farrell M., Thy Tears Might Cease, (1963); Howard R.M., Forget About Policing Plagiarism, (2001); Howard R.M., Should Educators Use Commercial Services to Combat Plagiarism?, No. CQ Researcher, 13, 32, (2003); Lampert L., Integrating Discipline-Based Anti-Plagiarism Instruction into the Information Literacy Curriculum, Reference Services Review, 32, 4, pp. 347-355, (2004); College Students' Perceptions of Libraries and Information Resources, (2006); Raspa D., Ward D., Listening for Collaboration: Faculty and Librarians Working Together, The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe, pp. 1-18, (2000); Rieger O.Y., Horne A.K., Revels I., Linking Course Web Sites to Library Collections, The Journal of Academic Librarianship, 30, 3, pp. 205-211, (2004); Said E.W., Representations of the Intellectual: The 1993 Reith Lectures, (1996); Shank J., Dewald N., Establishing Our Presence in Courseware: Adding Library Services to the Virtual Classroom, Information Technology and Libraries, 22, 1, pp. 38-43, (2003); Shapiro J.J., Hughes S.K., Information Technology as a Liberal Art, Educom Review, 31, 2, pp. 31-35, (1996); Sheridan J., Alany R., Brake D., Pharmacy Students' Views and Experiences of Turnitin-an Online Tool for Detecting Academic Dishonesty, Pharmacy Education, 5, 34, pp. 241-250, (2005); Tenopir C., Hitchcook B., Pillow A., Use and Users of Electronic Library Resources: An Overview and Analysis of Recent Research Studies, (2003); Ward D., Revisioning Information Literacy for Lifelong Meaning, The Journal of Academic Librarianship, 32, 4, pp. 396-402, (2006); Ward D., The Future of Information Literacy: Transforming the World, C&RL News, pp. 922-925, (2001); Wood G., Academic Original Sin: Plagiarism, the Internet, and Librarians, The Journal of Academic Librarianship, 30, 3, pp. 237-242, (2004)
Nơi xuất bản
Haworth Press Inc.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus