By Dorothy Anne Warner
Have you ever nervous that literature on library guide offers extra with tools of assessing pupil angle than scholar studying? if that is so, you will be completely satisfied to grasp somebody is doing whatever approximately it!
Eight designated disciplinary modules are provided, each one opting for a sequence of knowledge literacy pursuits built according to Bloom's Taxonomy of Cognitive Objectives.
A noticeable curriculum map embedded inside of every one module lists the series of classes required for the disciplinary significant and the extent at which the path is taught (sophomore, junior, etc.), notes even if info literacy guide is at present taught by way of the library for that specific direction, and delineates the explicit details literacy studying goals the scholars needs to grasp so as to satisfy the direction assignments.
Collaborative accountability for educating the knowledge literacy abilities is additionally defined, with particular ideas for methods the library can enhance its help for the categorical self-discipline. furthermore, overview methodologies are pointed out; together with scoring rubrics designed particularly for the disciplinary info literacy objectives.
An essential source for tutorial librarians able to take the jump from episodic reactive reaction to programmatic sequenced integration into the curriculum.
Read Online or Download A Disciplinary Blueprint for the Assessment of Information Literacy PDF
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Additional info for A Disciplinary Blueprint for the Assessment of Information Literacy
Not only about the legendary past, but about received ideas [through the process of] recording of verbal statements and then . . the dissecting of them. In the more mature phases of information literacy, history students are to engage in three unique processes: “sourcing (an evaluation of the source of information), contextualization (placing the text’s arguments in a particular time period and context), Evaluation as Inherent in Information Literacy and corroboration (looking for corroborative evidence across different sources)” (HyndShanahan, Holschuh, and Hubbard, 2004, 142).
There is no way to predict ahead of time which sources will be used and it is expected that each student will use different sources. Reference to the Science Subject Guides available on the library’s Web page will be made during the research process to prompt the student with suggestions. Reinforcement of the type(s) of literature used to answer the question(s) is intended to acquaint the student with the purpose of the literature and its position within the hierarchy of knowledge production for the sciences.
Is there an identiﬁed author(s)? Did the author do the research? Is the author someone who’s working in the ﬁeld? What is the author’s point of view? Does the author have a bias? 6. What are the credentials of the journal/magazine? Is it peer-reviewed? What is the reputation of the journal? Is it published by a professional association and if so, what do you know about the reputation of this association? Is it published for proﬁt? What role does the proﬁt motive play in the selection of articles for this journal/magazine?