Information Literacy: One Key to Education
New Directions for Teaching and Learning, Number 114
Published on 7. August 2008
Book
Paperback/Softback
128 pages
978-0-470-39871-5 (ISBN)
Description
This issue draws on the expertise of librarians and faculty to highlight the central role of information literacy in higher education. The authors show how approaches to information literacy can be used to engage undergraduates in research and creative scholarship. The articles clarify definitions of information literacy and illustrate various means of curricular integration: OL {list-style:disc}P:{margin-left 60px}* Reforming the Undergraduate Experience* Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory* Global Educational Goals, Technology, and Information Literacy in Higher Education* Information Literacy and Its Relationship to Cognitive Development and Reflective Judgment* Information Literacy and First-Year Students* Effective Librarian and Discipline Faculty Collaboration Models for Integrating Information Literacy into the Fabric of an Academic Institution* Dynamic Purposeful Learning in Information Literacy* College Student Engagement Surveys: Implications for Information Literacy Students regularly miss the relationship between the information-seeking process and the actual creation of knowledge.
The authors in this issue support infusing the undergraduate curriculum with research-based learning to facilitate students' ability to define research for themselves. Most importantly, this volume argues, students' information literacy leads beyond finding information -- it actually involves their creating knowledge. This is the 114th volumes of the Jossey-Bass quarterly higher education report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.
The authors in this issue support infusing the undergraduate curriculum with research-based learning to facilitate students' ability to define research for themselves. Most importantly, this volume argues, students' information literacy leads beyond finding information -- it actually involves their creating knowledge. This is the 114th volumes of the Jossey-Bass quarterly higher education report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.
More details
Series
Language
English
Place of publication
Chichester
United Kingdom
Publishing group
John Wiley and Sons Ltd
Target group
Professional and scholarly
Dimensions
Height: 227 mm
Width: 167 mm
Thickness: 7 mm
Weight
194 gr
ISBN-13
978-0-470-39871-5 (9780470398715)
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Schweitzer Classification
Person
MARGIT MISANGYI WATTS is the director of Manoa Partnerships at the University of Hawaii at Manoa. She has a national reputation as a leader in the firstyear experience and is the author of College: We Make the Road by Walking. For ten years, she has worked with the Association of College and Research Libraries advocating inclusion of information literacy into the mainstream of undergraduate education.
Content
EDITOR'S NOTES ( Margit Misangyi Watts ). 1. Reforming the Undergraduate Experience ( Diane VanderPol, Jeanne M. Brown, Patricia Iannuzzi ) These authors look at five key initiatives in higher education and suggest that they all call for reform in undergraduate education, especially in light of the need for information-literate individuals. 2. Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory ( Tiffini A. Travis ) Highlighting the fact that the library can play a key role in the reform of undergraduate education, the author describes one educational system's push for curricular reform. 3. Global Educational Goals, Technology, and Information Literacy in Higher Education ( Loanne Snavely ) Information literacy is crucial to the development of skills for lifelong learning. This chapter addresses the new technologies and how the library can become central to undergraduate education. 4. Information Literacy and Its Relationship to Cognitive Development and Reflective Judgment ( Rebecca Jackson ) The author considers the cognitive development of college students and maps it to the ACRL performance standards for information literacy. 5. Information Literacy and First-Year Students ( William A. Orme ) Discussing the work of Bloom and Perry, the author looks at how we might better educate first-year students. He offers advice on incorporating information literacy into disciplinary teaching practice. 6. Effective Librarian and Discipline Faculty Collaboration Models for Integrating Information Literacy into the Fabric of an Academic Institution ( Stephanie Sterling Brasley ) Collaboration is the key to integration of information literacy in mainstream undergraduate education. This chapter explores strategies and best practices that lead to the collaboration of librarians and faculty. 7. Dynamic Purposeful Learning in Information Literacy ( Robert Kenedy, Vivienne Monty ) The authors describe a particular collaborative model that has evolved over many years. They discuss the benefits of collaborative teaching and how this enhances student learning. 8. College Student Engagement Surveys: Implications for Information Literacy ( Bonnie Gratch-Lindauer ) Placing information literacy at the center of undergraduate reform means asking all of the right questions and having them show up on national surveys. This chapter describes efforts to include questions about information literacy as we learn about student outcomes and engagement. INDEX.