Faculty-Librarian Collaboration and the Development of Critical Skills through Dynamic Purposeful Learning

Kenedy Robert; Monty Vivienne

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Faculty-Librarian Collaboration and the Development of Critical Skills through Dynamic Purposeful Learning

机译：图书馆与图书馆员的合作以及通过动态目标学习的关键技能发展

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This article focuses on the benefits of combining collaborative teaching and information literacy as a partnership between librarians and faculty members. It discusses how student learning is enhanced as a result of librarian and faculty member collaboration through the use of a three-stage pedagogical technique we call Dynamic Purposeful Learning (DPL). Through DPL, students learn information literacy, research skills, and other post-secondary critical skills. In order for students to benefit from a librarian and faculty collaborative approach, DPL is applied to a multi-stage sociological research methods assignment that includes students engaging in participant observation field research. The outcome of DLP is that students are assisted throughout all stages of the research process based on a partnership between the librarian and faculty member.

机译：本文着重讨论将协作式教学和信息素养相结合的好处，这是图书馆员与教职员工之间的伙伴关系。它讨论了如何通过使用三阶段教学技术（称为动态目的学习（DPL）），通过馆员和教职员工之间的协作来增强学生的学习能力。通过DPL，学生可以学习信息素养，研究技能以及其他专上的关键技能。为了使学生从图书馆员和教职员工的协作方法中受益，DPL被应用于多阶段社会学研究方法任务，其中包括参与参与者观察领域研究的学生。 DLP的结果是，在图书馆员和教职员工之间的合作关系的基础上，可以在研究过程的所有阶段为学生提供帮助。

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《Libri》 |2011年第2期|共页
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Kenedy Robert; Monty Vivienne;
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中图分类图书馆学、图书馆事业;
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Faculty-Librarian Collaboration and the Development of Critical Skills through Dynamic Purposeful Learning

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