Literaturnachweis - Detailanzeige
Autor/in | Scott, Rachel E. |
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Titel | Transformative? Integrative? Troublesome? Undergraduate Honors Student Reflections on Information Literacy Threshold Concepts |
Quelle | In: Communications in Information Literacy, 11 (2017) 2, S.283-301 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1933-5954 |
Schlagwörter | Undergraduate Students; Information Literacy; Student Attitudes; Honors Curriculum; Research Methodology; Methods Courses; Guidelines; Teaching Methods; Theory Practice Relationship; Research Skills; Questionnaires; Academic Libraries; Library Instruction; Tennessee (Memphis) Informationskompetenz; Schülerverhalten; Research method; Forschungsmethode; Methodisch-didaktische Anleitung; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Forschungsleistung; Fragebogen; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksverzeichnis |
Abstract | In this exploratory study the authors ask students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the "Framework for Information Literacy for Higher Education." The results indicate that students have valid insights into threshold concept-based instruction, but may confuse the application with the theory. If practitioners are to embrace not only the frames, but also the spirit of the Framework, we must directly involve students in our teaching and research practices. (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 |