Download PDF by Dorothy Anne Warner: A Disciplinary Blueprint for the Assessment of Information
By Dorothy Anne Warner
Have you ever nervous that literature on library guide bargains extra with equipment of assessing scholar perspective than pupil studying? if this is the case, you may be completely satisfied to grasp an individual is doing anything approximately it!
Eight detailed disciplinary modules are offered, every one opting for a chain of data literacy targets constructed in line with Bloom's Taxonomy of Cognitive Objectives.
A major curriculum map embedded inside of every one module lists the series of classes required for the disciplinary significant and the extent at which the path is taught (sophomore, junior, etc.), notes even if info literacy guideline is presently taught by means of the library for that individual path, and delineates the explicit info literacy studying ambitions the scholars needs to grasp which will satisfy the path assignments.
Collaborative accountability for educating the data literacy talents is additionally defined, with particular suggestions for methods the library can advance its aid for the explicit self-discipline. additionally, overview methodologies are pointed out; together with scoring rubrics designed particularly for the disciplinary info literacy objectives.
An fundamental source for educational librarians able to take the jump from episodic reactive reaction to programmatic sequenced integration into the curriculum.
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Additional info for A Disciplinary Blueprint for the Assessment of Information Literacy
Papers and session materials presented at the 20th National LOEX Library Instruction Conference held at Eastern Michigan University, May 8–9, 1992. Ann Arbor, MI: Pierian Press, 1993, 93–102. Reprinted with permission. 30 The Integrated Sciences and Math Major Presentation and Style 8. How is the information presented? ) Is the methodology stated with enough detail to be replicated? Is the signiﬁcance of the results clear? 9. What is the style of the article? Is it well-written? What is the nature of the language used?
This includes recognizing the value of archival information and its preservation requirements. [Cognitive levels: comprehension and application] [FRESHMAN, 100-LEVEL] Objective C: Students will identify the position of the source in the cycle of scientiﬁc information production and recognize the credibility of the information based on that position. [Cognitive level: comprehension] [FRESHMAN, 100-LEVEL] Objective D: Students will identify and make a distinction among a variety of types and formats of potential sources of information.
Is a funding source or site for the research described identiﬁed? Does that funding source imply a bias? 3 Don’t Believe Everything you Read: Ideas for Reading Critically about Science. Source: Loomis, Abbie, and Patricia Herrling. ” Handout developed by the Library & Information Literacy Instruction Program, University of Wisconsin-Madison. ” In What is Good Instruction Now? Library Instruction for the 90 s. Papers and session materials presented at the 20th National LOEX Library Instruction Conference held at Eastern Michigan University, May 8–9, 1992.
A Disciplinary Blueprint for the Assessment of Information Literacy by Dorothy Anne Warner