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Full-Text Articles in Education

Contextualizing Information Literacy: Why “Why” Makes All The Difference, Wendy Doucette Jul 2019

Contextualizing Information Literacy: Why “Why” Makes All The Difference, Wendy Doucette

Wendy C. Doucette

Graduate students require the same base knowledge of information literacy as undergraduates, but are less likely to receive in-class instruction. Rather than considering them as external, theoretical signposts or goals, this presentation will discuss the value of situating the ACRL Information Literacy Standards and Framework into the real-life graduate student experience. Explaining what it means to have membership in the academic community leads directly to a deeper understanding of scholarly dialogue, authority and peer review. This grounding leads to an understanding of ownership, copyright, and plagiarism. This high-level overview of the scholarly research process allows students to comprehend their own ...


Streaming Video Resources For Teaching, Learning, And Research, Julie A. Decesare Feb 2014

Streaming Video Resources For Teaching, Learning, And Research, Julie A. Decesare

Julie A (DeCesare) Cicilline

In less than 10 years the availability of digitally converted or born digital video, has grown exponentially. Libraries and librarians are constantly navigating, and helping their patrons navigate, this shift from analog to digital. For access to video, our libraries are challenged by an individual consumer marketplace, where institutional access is often limited and expensive. Due to limitations of streaming content, licensing and copyright issues for use in learning management systems and public performance screenings, and time and budgetary issues surrounding the conversion of analog to digital formats, public and educational institutions are still very reliant on physical formats. Patron ...


Towards A Pedagogy Of Fair Use For Multimedia Composition, Renee Hobbs, Katie E. Donnelly Dec 2010

Towards A Pedagogy Of Fair Use For Multimedia Composition, Renee Hobbs, Katie E. Donnelly

Renee Hobbs

No abstract provided.