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Autor/inn/enNapier, Trenia; Parrott, Jill; Presley, Erin; Valley, Leslie
TitelA Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing
QuelleIn: College & Research Libraries, 79 (2018) 1, S.120-145 (26 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0010-0870
DOI10.5860/crl.79.1.120
SchlagwörterInformation Literacy; Student Writing Models; Academic Libraries; Librarians; Case Studies; Administrators; Laboratories; Writing (Composition); Writing Instruction; Library Instruction; Undergraduate Students; Student Research; College Faculty; Essays; Kentucky
AbstractAs localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data at one comprehensive public university indicate library sessions improve students' ability to locate and evaluate information, but students continue to struggle with the "use" component of information literacy. This article presents a trilateral case study among librarians, faculty, and writing center administrators, emphasizing the intersection of programmatic partnerships, assessment, and pedagogical best practices. Our research shows a trilateral approach to information literacy increases efficacy and a sense of shared responsibility in support of student research where traditional bilateral approaches fall short. A bibliography is included. (As Provided).
AnmerkungenAssociation of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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