Literaturnachweis - Detailanzeige
| Autor/inn/en | Jurgens, Jane Catherine; Villa, Dario J. |
|---|---|
| Titel | Academic Libraries as Dynamic Classrooms. |
| Quelle | (1992), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College Libraries; Course Integrated Library Instruction; Higher Education; Library Role; Library Skills; Nontraditional Students; Research Skills; Student Reaction; Undergraduate Students |
| Abstract | This paper begins by discussing the problems encountered by nontraditional university students who, for a variety of reasons, lack the skills necessary to complete assignments that require library research, and the role of the librarian in assisting these students. It then describes two approaches being used by librarians at Northeastern Illinois University to address the task of teaching students the skills that constitute information literacy, i.e., how to recognize the need to gather information on a given topic, to have the capacity to sift through information sources to locate the information needed, to evaluate the information found, and then incorporate the relevant information into a coherent project. The first approach described is the Research Paper Consultation Project, a pilot project that offers students the opportunity to meet with a librarian on a one-to-one basis and ask questions, explore options, and present their learning needs in a non-threatening exchange. The second approach described is an intensive one-semester course co-taught by librarians that focuses on subject matter as well as technique. It is noted that both of these approaches have been successful. A third approach is suggested: a course that incorporates subject matters as well as the practical skills in learning how to find answers. It is concluded that all librarians are teachers and that libraries are dynamic classrooms where librarians can be instrumental in facilitating knowledge in creative ways. (BBM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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