Online Primary Sources in Religious Studies: Active Learning Exercises for Information Literacy Instruction

Studstill, Randall; Cabrera, Peggy

doi:10.1080/10477845.2010.527252

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Students often have difficulty distinguishing primary from secondary sources, particularly when their formats are identical. Studstill and Cabrera (2010) note that many of the definitions professors use to describe primary sources are confusing to students and inadequate in preparing them to do research with any sophistication. Being aware that the same source can shift from being a primary to a secondary source, depending on the questions one is asking, is an important step in a student's development.…”

Section: Understand Format Type and Delivery Modementioning

confidence: 99%

Teaching Metaliteracy in the Religious Studies Classroom

Kabir

Walawalkar

2020

Wabash Journal

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This paper reflects upon the collaborative work between a professor and a librarian, who constructed a course on religious communes in the United States implementing the seven elements of metaliteracy as put forth by Jacobson and Mackey (2013). The shifting terrain of information literacy is hard enough for librarians to traverse, but it can feel insurmountable for professors in the classroom. Working side by side with a librarian can be one of the most fruitful ways for professors to advance in this field. The seed for this project came from a collective intent to create lifelong learners with strong habits of inquiry rather than merely teaching students discrete search strategies and skills. By using technology and team based learning, we opened up students to a critical yet empathetic understanding of religion and to help them develop as informed users and creators on the internet.

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Section: Understand Format Type and Delivery Modementioning

confidence: 99%

Teaching Metaliteracy in the Religious Studies Classroom

Kabir

Walawalkar

2020

Wabash Journal

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“…3 But how do nonlibrarian faculty adopters of information literacy in the humanities incorporate information literacy in a variety of disciplines? What are their conclusions about the results of this effort?…”

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confidence: 99%