Collaborations between Faculty and Special Collections Librarians in Inquiry-Driven Classes

Autor/inn/en	Mazella, David; Grob, Julie
Titel	Collaborations between Faculty and Special Collections Librarians in Inquiry-Driven Classes
Quelle	In: portal: Libraries and the Academy, 11 (2011) 1, S.467-487 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Majors (Students); Cooperation; Critical Thinking; Information Literacy; Thinking Skills; Academic Libraries; Librarian Teacher Cooperation; Archives; Librarians; Information Seeking; College Curriculum; Databases; Electronic Libraries; Printed Materials; Library Materials; Special Libraries; Library Role; Inquiry + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Kritisches Denken; Informationskompetenz; Denkfähigkeit; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Archivwesen; Archiv; Librarian; Bibliothekar; Bibliothekarin; Informationserschließung; Datenbank; Digitale Bibliothek; Elektronische Bibliothek; Spezialbibliothek
Abstract	Though information literacy (IL) instruction is often assumed by faculty to be electronic, introductory, and teachable in a single visit, our collaboration on an inquiry-driven, research-intensive capstone course for English majors focused instead on bringing their information gathering and critical thinking skills up to a disciplinary level. Students, therefore, completed a series of increasingly complex special collections assignments to practice working among archival items, electronic databases, and conventional print works. Collaboration and some degree of role flexibility became essential to our goal of imparting a more advanced, comprehensive, and disciplinary version of IL to students. (Contains 27 notes.) (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10