Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives

Autor/inn/en	Jarosz, Ellen E.; Kutay, Stephen
Titel	Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives
Quelle	In: Communications in Information Literacy, 11 (2017) 1, S.204-220 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-5954
Schlagwörter	State Universities; Undergraduate Students; Teacher Developed Materials; Assignments; Primary Sources; Electronic Publishing; Pilot Projects; Tutorial Programs; Literacy Education; Archives; Critical Reading; Student Research; Research Skills; Electronic Learning; Library Instruction; Information Literacy; College Libraries; Pretests Posttests; Information Seeking; California + Suchen Sie Ihr Suchwort? Staatliche Universität; Assignment; Auftrag; Zuweisung; Primärquelle; Elektronisches Publizieren; Pilot project; Modellversuch; Pilotprojekt; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Archivwesen; Archiv; Kritisches Lesen; Studentenforschung; Forschungsleistung; Bibliotheksverzeichnis; Informationskompetenz; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Informationserschließung; Kalifornien
Abstract	At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College and Research Libraries Framework for Information Literacy for Higher Education. The authors piloted a Guided Resource Inquiry (GRI) tool that enables teaching faculty and librarians to create course assignments integrating online primary sources. These assignments deliver relevant information literacy tutorials to students using a single interface. With the GRI students better understood the nature of primary sources and how to analyze them critically in their course work. Additionally, students more fully understood the research process, and were more likely to use primary and archival materials in the future. (As Provided).
Anmerkungen	Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: editors@comminfolit.org; Web site: http://www.comminfolit.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01