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Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum

Middle States Commission on Higher Education
Format
Book
Published
Philadelphia, Pa. : Middle States Commission on Higher Education, c2003.
Language
English
Variant Title
Developing research and communication skills
Contents
  • Why focus on information literacy?
  • Planning for information literacy: institutional goals, curricular design, and the campus context
  • Learning goals and teaching strategies for information literacy
  • PHASE 1: Preparing students for an information literacy experience
  • PHASE 2: Teaching students to find and evaluate sources
  • PHASE 3: Teaching students to evaluate and understand content
  • PHASE 4: Producing new information
  • Information literacy assessment: A Reflective, Integrative, and Iterative process, Why assess information literacy?, Taking inventory; Institutional constraints; Developing or refining a plan for information literacy assessment; and measuring effectiveness
  • Improving teaching and learning: Analyzing the information, Improving the curriculum, and Communicating assessment information
  • Sustaining the momentum of information literacy: an overview
  • References
  • Appendices
  • 1. Criteria for information literacy competency (New Jersey City University: Master's I)
  • 2. Entry-level course on the research aspects of information literacy (Marist College: Master's I)
  • 3. Distributed approach to information literacy at a two-year Institution (Nassau Community College: Associate's)
  • 4. Distributed approach to information literacy in a lower-level economics course (Mercy College: Baccalaureate-Liberal Arts)
  • 5. Distributed approach to information literacy in an upper-level course on information science and policy (University at Albany, State University of New York: Doctoral/Research-Extensive)
  • 6. Distributed approach to information literacy in upper-level biology course (University of the Sciences in Philadelphia: Specialized)
Description
vi, 112 p. : charts ; 28 cm.
Notes
Includes bibliographical references and appendices.
Technical Details
  • Access in Virgo Classic
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    a| Developing research and communication skills
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    t| Why focus on information literacy? -- t| Planning for information literacy: institutional goals, curricular design, and the campus context -- t| Learning goals and teaching strategies for information literacy: -- g| PHASE 1: t| Preparing students for an information literacy experience -- g| PHASE 2: t| Teaching students to find and evaluate sources -- g| PHASE 3: t| Teaching students to evaluate and understand content -- g| PHASE 4: t| Producing new information -- t| Information literacy assessment: A Reflective, Integrative, and Iterative process, Why assess information literacy?, Taking inventory; Institutional constraints; Developing or refining a plan for information literacy assessment; and measuring effectiveness -- t| Improving teaching and learning: Analyzing the information, Improving the curriculum, and Communicating assessment information -- t| Sustaining the momentum of information literacy: an overview -- t| References -- g| Appendices: -- g| 1. t| Criteria for information literacy competency (New Jersey City University: Master's I) -- g| 2. t| Entry-level course on the research aspects of information literacy (Marist College: Master's I) -- g| 3. t| Distributed approach to information literacy at a two-year Institution (Nassau Community College: Associate's) -- g| 4. t| Distributed approach to information literacy in a lower-level economics course (Mercy College: Baccalaureate-Liberal Arts) -- g| 5. t| Distributed approach to information literacy in an upper-level course on information science and policy (University at Albany, State University of New York: Doctoral/Research-Extensive) -- g| 6. t| Distributed approach to information literacy in upper-level biology course (University of the Sciences in Philadelphia: Specialized)
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    a| Universities and colleges x| Communication systems x| Methodology.
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    a| Universities and colleges x| Research x| Methodology.
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    a| Universities and colleges x| Curricula.
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    a| Functional literacy.
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    a| Education, Higher x| Effect of technological innovations on.
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    a| Education, Higher x| Aims and objectives.
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    a| Research Design x| standards.
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    a| LB2361 .M62 D48 2003 w| LC i| X004770309 l| BY-REQUEST m| IVY t| BOOK
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