• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of information literacy >Integrated instruction framework for information literacy
【24h】

Integrated instruction framework for information literacy

机译：信息素养综合教学框架

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In response to a college required programme review, the Portland Community College Library undertook a case study of its information literacy (IL) programme in order to understand and illustrate clearly how the programme addressed levels of IL competencies throughout the curriculum. Content and qualitative analysis were used in reviewing curriculum documents to identify emergent patterns of IL skills and concepts within the college disciplines and certificate programmes. Analysis of the college’s course outcomes revealed distinct differences as well as trends across the curriculum for faculty expectations of information conceptualisation, information seeking strategies and research methods. Following this analysis, a Research Support Framework was devised as a template for guiding lower division undergraduate students’ progression through several cognitive domains of IL. Course Specific Research Support Forms were created to map, in specific detail, how library instructional objectives match up with individual course outcomes as well as with the college core outcomes. Combining a critical thinking taxonomy with a continuum of skills, progressing from pre-college level readiness towards academic literacy, generated a developmental approach to IL instruction. This also illustrated the necessary preliminary steps for students’ progression and knowledge gaps which may frequently arise and must be resolved before further progression is possible. Discussions between librarians and content faculty are now supported with a much more precise view of what is developmentally appropriate IL instruction for particular courses. The framework is especially applicable to students in their first two years of college. The unique situation of American community colleges means that first-year seminars are not usually possible, and the curriculum can often be as much vocational as academic. This versatile and developmental approach to IL instruction ensures the embedding of IL throughout the curriculum, providing students various and cumulative learning experiences. It will also encourage leading discussions with four-year colleges about alignment and realistic IL targets for students who intend to transfer for completion of their baccalaureate degrees. This article is based on a paper presented at LILAC 2013.
机译：为了响应大学对计划的要求，波特兰社区大学图书馆对其信息素养（IL）计划进行了案例研究，以了解并清楚地说明该计划如何解决整个课程中的IL能力水平。内容和定性分析用于审查课程文档，以识别大学学科和证书课程中出现的IL技能和概念的新兴模式。对学院课程结果的分析显示，在整个课程中，教师对信息概念化，信息搜索策略和研究方法的期望存在明显差异和趋势。经过这一分析，设计了一个研究支持框架作为模板，指导低年级本科生通过IL的多个认知领域发展。创建了课程特定的研究支持表格，以更详细地映射图书馆的教学目标如何与个人课程成果以及大学核心成果相匹配。从大学预备阶段到学术素养的结合，将批判性思维分类法与连续技能相结合，产生了一种发展性的语言教学方法。这也说明了学生进步和知识差距的必要的初步步骤，这些步骤可能经常出现，必须解决才能进一步发展。现在，图书馆员和内容教师之间的讨论得到了更为精确的了解，这对于特定课程而言，什么是在发展上适当的IL指导更为准确。该框架特别适用于大学前两年的学生。美国社区大学的特殊情况意味着通常不可能举办第一年的研讨会，而且课程的职业性和学术性一样高。这种通用的，发展性的IL教学方法可确保将IL嵌入整个课程中，为学生提供各种累积的学习经验。它还将鼓励与四年制大学就打算转移并完成学士学位的学生进行一致和现实的IL目标的领先讨论。本文基于LILAC 2013上发表的一篇论文。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号