By Molly Flaspohler
Aimed toward instructing pros operating with first-year scholars at associations of upper studying, this booklet offers functional suggestion and particular innovations for integrating modern info literacy abilities into classes meant for beginner researchers. The publication has major pursuits - to debate the need and cost of incorporating info literacy into first-year curricula; and to supply numerous sensible, certain concepts for doing so. the writer will introduce and inspire instructing that follows a process-driven, constructivist framework as a fashion of enticing first-year scholars in library paintings that's attention-grabbing, significant and disciplinarily relevant.
- Provides worthy recommendation and suggestions for seamlessly integrating library learn knowledge into first-year courses
- Offers sensible versions and genuine lifestyles examples of profitable student-centered, course-based library examine assignments
- Is written by way of an educational librarian with approximately two decades of expertise within the field
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Extra info for Engaging First-Year Students in Meaningful Library Research. A Practical Guide for Teaching Faculty
The subsequent tasks of reading, comprehending, analyzing, synthesizing, and integrating new knowledge into what is already known, and using that to create new knowledge and meaning, is the true power of being information literate. (Snavely, 2008: 36) While less formal in tone than ACRL’s original document, Snavely’s adaptation continues to emphasize the same key concepts included in the originally published Standards. Both then and now information literacy’s main focus continues to be on educating young people to become lifelong learners, an enterprise teaching faculty and librarians have continually, though not always collaboratively, taken on.
During the period George’s list was published, bibliographic instruction was often focused on lower-order, procedurallybased library skills such as learning how to locate books in a library building or how to operate a specific research tool. Yet, George was pressing teaching faculty and librarians to provide the kind of library instruction that would prepare their first-year students to go far beyond merely 44 Information literacy in the context of the ﬁrst year being able to find scads of information by performing basic searches in a library catalog, electronic database or on the Internet.
After years of managing complex, constantly changing information technologies and patiently advocating for information literacy, this is a terribly difficult message for most academic librarians. Yet as disappointing as it is, Rentfrow’s message is not entirely unexpected, as a number of studies exist which place librarians and teaching faculty at odds with one another (Badke, 2005; Given and Julien, 2005; Hardesty, 1995; McGuinness, 2006). Whether it is an impenetrable faculty culture, a sense of defensiveness on the part of librarians, or, what is more likely, a complicated mixture of issues far beyond the scope of this book, the fact is that librarians and teaching faculty have not always communicated well with one another.