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Social and Behavioral Sciences Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
A New Approach To Evaluating Information: A Reflection On Radar, Kevin Tanner, Kim Mcphee
A New Approach To Evaluating Information: A Reflection On Radar, Kevin Tanner, Kim Mcphee
Western Libraries Presentations
For instruction librarians, teaching information literacy (IL) skills is often an important aspect of any lesson plan. One area of IL includes the critical evaluation of sources, an essential skill that students need to succeed as aspiring scholars and researchers. This ability to differentiate “good” from “bad” information is beneficial to students beyond their academic careers, and will help them navigate the “sea of information” for the rest of their lives. Typically, such evaluation skills are taught through applying the CRAAP test: Currency, Relevance, Authority, Accuracy, and Purpose. While humorous and memorable, the name of this test devalues the usefulness …
From Standards To Frameworks For Il: How The Acrl Framework Addresses Critiques Of The Standards, Nancy M. Foasberg
From Standards To Frameworks For Il: How The Acrl Framework Addresses Critiques Of The Standards, Nancy M. Foasberg
Publications and Research
The Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, since their publication in 2000, have drawn criticism for ignoring the social and political aspects of information literacy. The ACRL Information Literacy Competency Standards Task Force responded with the Framework for Information Literacy in Higher Education, which rethinks information literacy by acknowledging that it is a social phenomenon and by recognizing students as participatory learners. This article contrasts the constructions of information, information literacy, and students in the Framework and the Standards to show how the Framework addresses some of the critiques of the Standards.
"Flipped Classroom" Information Literacy In Business Management Courses--What Have We Learned?, Madeline Cohen, Deborah Sanders
"Flipped Classroom" Information Literacy In Business Management Courses--What Have We Learned?, Madeline Cohen, Deborah Sanders
Publications and Research
This presentation reports on a successful cross-department collaboration between the library and the business department at Lehman to conduct information literacy instruction as a "flipped classroom." Ways that the flipped design have been tailored to meet the needs of teaching business research will be demonstrated. Evidence of student learning and qualitative evaluation of student and faculty experience will be presented. Practical tips on implementing flipped instruction will be provided.
Not Just Where To Click: Teaching Students How To Think About Information Chapter 14: Librarians And Students: Making The Connections, Joe J. Eshleman, Julie Obst
Not Just Where To Click: Teaching Students How To Think About Information Chapter 14: Librarians And Students: Making The Connections, Joe J. Eshleman, Julie Obst
Library Staff Publications
This chapter explores ways in which different types of students approach the information landscape and how this can impact the tactics and pedagogy of the instruction librarian. More importantly, assignment strategies are presented that connect students to librarians and also push students to think about how they interact with information. A close connection between librarians and students can provide a foundation that can help both. Librarians can expand their understanding of how individual students approach research; students can benefit by gaining a better grasp of the role of the librarian and how librarians can help them.
The Flipped Classroom As A Tool For Engaging Discipline Faculty In Collaboration—A Case Study In Library-Business Collaboration, Madeline Cohen
The Flipped Classroom As A Tool For Engaging Discipline Faculty In Collaboration—A Case Study In Library-Business Collaboration, Madeline Cohen
Publications and Research
This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot, and other barriers to collaboration. The case-study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course, and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided.