2019
DOI: 10.1108/ajim-07-2018-0183
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Assessing disciplinary differences in information literacy teaching materials

Abstract: Purpose The purpose of this paper is to uncover similarities and differences among emphasized information literacy (IL) skills for the disciplines of political- and social sciences, economics, educational sciences, law sciences, mathematics, life sciences, history and German studies, based on an analysis of IL teaching materials. Design/methodology/approach Eight issues of the German language publication series Erfolgreich recherchieren (Succesful Research Strategies) are compared by using a structuring cont… Show more

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Cited by 9 publications
(6 citation statements)
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“…All these are the abilities to diversify classroom teaching. If a teacher wants to improve his/her information teaching ability (ITA), he/she can learn various resources online [8][9][10][11][12][13].…”
Section: Introductionmentioning
confidence: 99%
“…All these are the abilities to diversify classroom teaching. If a teacher wants to improve his/her information teaching ability (ITA), he/she can learn various resources online [8][9][10][11][12][13].…”
Section: Introductionmentioning
confidence: 99%
“…Several authors acknowledge the importance of IL in a disciplinary context (Grafstein, 2002; Eisenberg, 2008; Bruce and Hughes, 2010; Hicks, 2016; Dreisiebner&Schlögl, 2019). Transferring IL to a disciplinary context involves working with three main aspects from all disciplines: epistemology; metanarrative; and methodology (Badke, 2017).…”
Section: Disciplinary Information Literacy For Literaturementioning
confidence: 99%
“…39 Our research provides empirical information based on the belief that only by knowing the view of our students will it be possible to tailor IL instruction, paying attention to the aspects that need reinforcement and in a manner appropriate to contexts. For that purpose, it is relevant to promote studies that delve into disciplinary differences, 40 as a way of being more precise in addressing particular training needs of specific learning communities on campus.…”
Section: Conclusion and Recommendationsmentioning
confidence: 99%