PARTNERSHIPS AND CONNECTIONS: Building faculty-librarian partnerships to prepare students for information fluency: The time for sharing information expertise is now

Rader, Hannelore B.

doi:10.5860/crln.65.2.74

Cited by 19 publications

(10 citation statements)

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“…Likewise, it is known that conventional teaching methods do not lead students to search for and make efficient use of information or to develop critical thinking skills that enhance independent learning (Grafstein, 2002). For example, learning based on documentary resources is highly dependent on the capacity for cooperation that exists between teachers and librarians (Asher, 2003; Ivey, 2003; Rader, 2004), so that they can together seek opportunities that lead to a closer contact with library resources and services, such as course assignments, end-of-year projects, and so on.…”

Section: Literature Reviewmentioning

confidence: 99%

Undressing information behaviour in the field of translation: A case study with Translation trainees

Salvador

Pinto

Fernández-Ramos

2016

Journal of Librarianship and Information Science

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Registro de acceso restringido Este recurso no está disponible en acceso abierto por política de la editorial. No obstante, se puede acceder al texto completo desde la Universitat Jaume I o si el usuario cuenta con suscripción. Registre d'accés restringit Aquest recurs no està disponible en accés obert per política de l'editorial. No obstant això, es pot accedir al text complet des de la Universitat Jaume I o si l'usuari compta amb subscripció. Restricted access item This item isn't open access because of publisher's policy. The full--text version is only available from Jaume I University or if the user has a running suscription to the publisher's contents.

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Section: Literature Reviewmentioning

confidence: 99%

Undressing information behaviour in the field of translation: A case study with Translation trainees

Salvador

Pinto

Fernández-Ramos

2016

Journal of Librarianship and Information Science

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“…Within this context, there is an acute need for the academic librarian, grappling with his emerging role in bridging teaching and self-oriented study spaces [3], to become more actively involved in the assessment conversation by embracing transformational changes and adopting proactive intervention strategies [4]. Despite the opportunity offered by current higher education environment to accelerate change [5], librarians still cannot develop a higher profile within the context of the institutional mission and as surveys indicate [6] impact assessment is a field still in its infancy for the research library. A series of face-to-face interviews late 2016 with library executive staff and students [7], brought to light the lack of familiarization with new trends and developments in academic library practices and emerging tech capabilities to showcasing and evidencing library's contribution to student success; these findings making the introduction to this new and quite promising line of research even more necessary now than ever before.…”

Section: Towards Reinvigorating Academic Library Use Data Capabilitiementioning

confidence: 99%

Towards Reinvigorating Academic Library Use Data Capabilities: a Library and Information Science Senior Student Workshop Experience

Sant-Geronikolou¹,

Koulouris²,

Kouis³

2018

JIIM

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“…Zhang (2002, p. 358) comments that: “the purpose of information fluency is to develop the critical thinking and information literacy skills of students through effective use of technologies”. Rader (2004, p. 75) indicates that “information fluency can be defined as the ability to navigate information structures and to evaluate information retrieved through these information structures” and incorporates multiple literacies as well as critical thinking. As with the ACS definition, critical thinking, information literacy, and technology are all important components of both definitions.…”

Section: Information Literacy Critical Thinking and Technology In Higher Educationmentioning

confidence: 99%

Towards information fluency: applying a different model to an information literacy credit course

Sharkey¹

2006

Reference Services Review

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This article examines information literacy, critical thinking, and computer literacy in higher education and discusses the application of the information fluency model, created by the Associated Colleges of the South, to the Purdue University Libraries one-credit information literacy course, GS 175 Information Strategies. Design/methodology/approach The case study has a two-part focus. The first examines information literacy, critical thinking, and computer literacy in higher education through a review of the literature. The second part discusses the pilot GS 175 Information Strategies course, shows how the information fluency model was applied, and analyzes the overall success of the pilot. Findings Today, employers and professors expect graduates and students to exhibit critical thinking, analysis, research, and technology skills at a fairly high level. Universities are responding with a more rapid integration and adoption of technology and creating a higher emphasis on information use and retrieval. Increasingly, student research projects are being displayed, presented, and contained in a variety of formats. Library instruction programs and courses need to evolve and adapt to these changes as shown through the successful modification of the GS 175 Information Strategies course. Practical implications The article provides ideas and concepts for enhancing the critical thinking and technology components of an information literacy course or program as well as touches on what to avoid when modifying assignments and projects. Originality/value The application of the information fluency model is a fairly new model to the library profession. This case study shows one way information literacy credit courses can be modified to accommodate the changing educational landscape and the expectations of Generation Y. It can Postprint for Sharkey, Jennifer. "Towards Information Fluency: Applying a Different Model to an Information Literacy Credit Course." Reference Services Review 34.1 (2006). be used by instruction librarians and their faculty partners to explore alternatives to their current instructional programs.

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PARTNERSHIPS AND CONNECTIONS: Building faculty-librarian partnerships to prepare students for information fluency: The time for sharing information expertise is now

Abstract: PARTNERSHIPS AND CONNECTIONS: Building faculty-librarian partnerships to prepare students for information fluency: The time for sharing information expertise is now

Cited by 19 publications

References 0 publications

Undressing information behaviour in the field of translation: A case study with Translation trainees

Undressing information behaviour in the field of translation: A case study with Translation trainees

Towards Reinvigorating Academic Library Use Data Capabilities: a Library and Information Science Senior Student Workshop Experience

Towards information fluency: applying a different model to an information literacy credit course

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