What Do Undergraduate Course Syllabi Say about Information Literacy?

Autor/inn/en	McGowan, Britt; Gonzalez, Melissa; Stanny, Claudia J.
Titel	What Do Undergraduate Course Syllabi Say about Information Literacy?
Quelle	In: portal: Libraries and the Academy, 16 (2016) 3, S.599-617 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
DOI	10.1353/pla.2016.0040
Schlagwörter	Undergraduate Study; Course Descriptions; Information Literacy; Undergraduate Students; Librarians; Outcomes of Education; Library Associations; Reference Services; Academic Achievement; Library Instruction; Library Skills; College Libraries; College Faculty; Library Services; Librarian Teacher Cooperation; Higher Education; Information Skills; Academic Libraries; Florida + Suchen Sie Ihr Suchwort? Grundstudium; Kursstrukturplan; Informationskompetenz; Librarian; Bibliothekar; Bibliothekarin; Lernleistung; Schulerfolg; Literaturdienst; Schulleistung; Bibliotheksverzeichnis; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Fakultät; Bibliotheksarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Orientierungswissen; Colleges; University; Universities; Libary; Universität; Hochschulbibliothek
Abstract	Librarians seek opportunities to improve outreach to faculty and promote shared interests in information literacy. A comprehensive review of syllabi for all undergraduate courses offered during one academic term examined course-level learning outcomes and graded assignments to see how well they aligned with the five Association of College and Research Libraries Information Literacy Competency Standards for Higher Education. We observed discrepancies between descriptions of graded assignments and the articulation of student learning outcomes aligned with information literacy skills. The review generated an inventory of courses and instructors that will help subject specialists initiate conversations about collaborations related to information literacy. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01