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Faculty-Librarian Information Literacy Collaboration, Kimmarie W. Lewis
Faculty-Librarian Information Literacy Collaboration, Kimmarie W. Lewis
Georgia International Conference on Information Literacy
Faculty and librarian collaboration is key in the quest for information literacy. As part of the reaccreditation effort at Lord Fairfax Community College -- a two-year institution in northwestern Virginia -- the QEP Leadership Team sought LFCC Librarians’ assistance in a multifaceted, 5-year, information literacy initiative. This effort included the addition of a librarian to the all-faculty QEP Leadership Team, the redesign of composition courses, and professional development through a new LFCC program: “Seeking the Truth: Faculty-Librarian Collaboration Mini-Grants.”
Data obtained from the mini-grant program show that LFCC faculty engaged in this multifaceted initiative gained an appreciation for collaboration with …
Embracing The Educational Value Of Imitation, Amy Burger
Embracing The Educational Value Of Imitation, Amy Burger
Georgia International Conference on Information Literacy
The threat of plagiarism accusations discourages students from using imitation in their work, and instructors from promoting it. As a result, a valuable pedagogical technique goes unused. This presentation will discuss the evidence in support of imitation as an educational tool and examine why it is widely discouraged. Imitation can serve as a valuable practice, both in course work, and for students’ overall academic success, especially for students as they undergo academic transitions, such as the beginning of their college careers, and the transition from core classes to upper-level major courses. Additionally, the reconsideration of imitation can add value to …
Exploring Seventh Graders’ Perceptions Of The Picture-Word Inductive Model To Their English Narrative Writing In China, Xuan Jiang
South Florida Education Research Conference
In this exploratory study, the researcher interviewed 30 seventh graders in China about their perceptions of the newly tried method, Picture-word Inductive Model (PWIM), to their English narrative writing. Many student participants listed and exemplified positive influence of PWIM on their narrative writing in and from the PWIM trial.