"Information Competencies for Chemistry Undergraduates: the elements of information literacy" provides subject-specific information literacy guidelines for chemistry undergraduates. These guidelines identify the skills and knowledge that chemistry undergraduates should have by the completion of a bachelors degree in chemistry. The document is divided into 4 sections: (1) Big Picture: The Library and Scientific Literature; (2) Chemical Literature; (3) Properties, Spectra, Crystallographic, and Safety Information; and (4) Scientific Communication and Ethical Conduct. Each section lists specific skills that students should develop, as well as titles of resources that we recommend.
Natural and Medical Electronic Databases Guide contains the interactive guides for the most important electronic resources which are available for Masaryk University, or its Faculty of Medicine and Faculty of Science. E-book is determined for the academic researchers or university students. The e-book is written in Czech.
Fournir aux étudiants de multiples ressources et outils (tutoriels, capsules vidéo, quiz, faq et autres) pour favoriser le développement et la maîtrise de leurs compétences informationnelles. Du matériel, qui couvre toutes les étapes du processus de recherche d'information documentaire, a été conçu et rendu disponible pour eux. Donner accès aux professeurs à des moyens leur permettant d'appuyer leurs étudiants dans ces apprentissages.
Standard One[2]: the ability to determine the nature, extent, and sources of information needed. Standard Two[3]: the ability to access information effectively and efficiently. Standard Three:[4] The ability to critically evaluate information and information sources. Standard Four[5]: The ability to use information effectively to accomplish a specific purpose or complete a specific project. Standard Five[6]: The ability to understand the economic, social, legal, and ethical issues surrounding the access and use of information.
*Las aptitudes para el acceso y uso de la información y las tecnologías de la información *Las aptitudes para el acceso y uso de la información y la enseñanza superior *Las aptitudes para el acceso y uso de la información y la pedagogía *Utilización de estas Normas
Las Directrices Internacionales para el desarrollo de habilidades informacionales han sido compiladas a nombre de la Sección de Alfabetización Informacional de la International Federation of Library Association and Institutions (IFLA), con el propósito de proveer un esquema práctico para aquellos profesionales que necesiten o estén interesados en implementar un programa de desarrollo de competencias informacionales, partiendo desde los aspectos más básicos. Estas directrices ayudarán a las bibliotecas para orientar su trabajo a la satisfacción de las necesidades informativas actuales de quienes están involucrados en programas educativos; es decir, en escuelas y en educación superior. Sin embargo, la mayor parte de los conceptos, principios y procedimientos pueden aplicarse, con alguna adaptación, a cualquier entorno bibliotecario. Por tanto, las bibliotecas de todas los tipos necesitan enfocar la mayor parte de sus esfuerzos a facilitar las competencias informacionales en sus usuarios.
* Foreword . * Information Literacy Instruction for Educators: A Global Perspective on Needs and Opportunities. *Technology and the Concept of Information Literacy for Pre-Service Teachers. * Whither They Go: An Analysis of the Inclusion of School Library Programs and Services in the Preparation of Pre-Service Teachers in Canadian Universities. * Teaching, Learning and Information Literacy: Developing an Understanding of Pre-Service Teachers�?? Knowledge . * A Flying Start for Our Future Teachers: A Comprehensive Information Literacy Program for Pre-Service Education Students at the University of Wollongong, Australia . * Teaching Teachers to Teach: Collaborating with a University Education Department to Teach Skills in Information Literacy Pedagogy . * Survey of the Influence of Mississippi School Literacy Programs on Academic Achievement: Implications for Administrator Preparation Programs . * Information Literacy Integration in a Doctoral Program. Information Literacy in Pre-Service Teacher Education: An Annotated Bibliography. * Index. * Reference Notes Included.
Table of Contents Part I: Getting Started * Information Literacy and Why It Matters * Identifying and Refining a Research Topic * Using Essential Questions * Creating Research Plans and Keeping Research Logs * Conquering Library Anxiety * Finding and Using Help (Or, Help for the Helpless) Part II: Searching for Information * The Art and Science of Keyword Search * Who Holds the Keys to the Kingdom? Keyword vs. Subject Searching * Choosing Periodical Databases and Locating Periodical Articles * Standard Features of Electronic Databases * Internet Applications and Their Use for Research * Web Searching Basics * Going beyond the Web Search Engines: From Library Catalogs to Deep Web Subscription Databases Part III: Evaluating Sources * Scholarly, Popular, or Special Interest/Trade? How to Tell the Difference Online * What Makes a Journal Scholarly? * Web Analysis & Assessment * Evaluating Non-Web Sources; Or, Why You Can't Trust Everything You Find in Newspapers, Periodicals, and Books Part IV: Working with Information Sources * Integration of Research Sources and In-Text Citations * Citing Sources Using APA and MLA Style * Introduction to Copyright * Like a Thief in the Night-The Perils of Plagiarism * Ethics, the Law and Information Seeking: What Everyone Needs to Know Part V: Exploring Special Topics * Locating and Evaluating Historical Primary Source Materials on the Web * Finding and Using Economic Data
Figures Acknowledgments Introduction Chapter 1 Information Explosion Chapter 2 Getting Ready for Research Chapter 3 The Chain of Information Chapter 4 Issues of the Information Age Chapter 5 Books and Catalogs Chapter 6 Periodicals and Indexes Chapter 7 The Web and Scholarly Research Chapter 8 Other Tools for Research Chapter 9 The Paper Trail Project Appendix A Information Literacy Competency Standards for Higher Education Appendix B For Further Reading Index
Introduction Chapter 1. Assessing Information Literacy Instruction Elizabeth Fuseler Avery Chapter 2. Planning for Assessment Gabriela Sonntag and Yvonne Meulemans Chapter 3. Selecting and Developing Assessment Tools Bonnie Gratch-Lindauer Chapter 4. Analyzing Data Cynthia H. Comer Chapter 5. Reporting Results Cynthia H. Comer Chapter 6. First Year Experience Research Skills Survey Alison Armstrong Chapter 7. Information Competency as Historian�??s Craft Michael Barrett Chapter 8. Assessing Liberal Arts Classes Lori E. Buchanan Chapter 9. Assessing Student Learning Outcomes: Training Academic Librarians Barbara Burd Chapter 10. Assessing Student Learning in Sociology Cynthia H. Comer Chapter 11. Information Literacy Assessment Tool Jennifer Dorner Chapter 12. Midlands Technical College: Information Literacy Assessment Project Catherine Eckman Chapter 13. Information Literacy Assessment at a Small Commuter Campus Janet Feldmann Chapter 14. Assessing Student Learning for Information Literacy in a Core Business Class Ann Fiegen and Bennett Cherry Chapter 15. Using Rubrics to Assess Information Literacy Attainment in a Community College Education Class Dana Franks Chapter 16. Assessing Information Literacy in an English Composition Class Marcia Freyman Chapter 17. Webliography Assignment for Lifetime Wellness Class Nancy Gauss and Kathleen Kinkema Chapter 18. Assessing Student Learning Outcomes in Political Science Classes Elizabeth O. Hutchins Chapter 19. Montana State University: Information Literacy Assessment Project Ken Kempcke Chapter 20. Institutionalizing a Graduation Requirement Andy Kivel Chapter 21. Assessing Student Learning through the Analysis of Research Papers Lorrie A. Knight Chapter 22. Information Literacy in Community College Communications Courses Barbara Kobritz Chapter 23. Integrated Information Literacy Impact Study Patrick McCarthy and Gregory Heald Chapter 24. Assessing Information Literacy in Community College Human Services Courses Robert Schroeder Chapter 25. Assessment of Student Learning in ENGL 101 Composition Risë L. Smith Chapter 26. Information Literacy Assessment for Introduction to Music Course Ann Viles Chapter 27. Assessing Abilities of Freshman to Reconcile New Knowledge with Prior Knowledge Marjorie M. Warmkessel Chapter 28. Past Lives: An Exercise in Historical Research with an Annotated Bibliography Requirement Clay Williams and Anita Ondrusek Chapter 29. Ethnography and Information Literacy: An Assessment Project Steve Witt and Rebecca Gearhart Appendix 1. Information Literacy Competency Standards for Higher Education About the AuthorsAppendix 1. Information Literacy Competency Standards for Higher Education About the Authors
This statement describes the professional knowledge, skills and commitment demonstrated by teacher librarians working at a level of excellence. It represents the goals to which all Australian teacher librarians should aspire, and provides inspiration for quality teaching and ongoing professional practice.
La idea principal del proyecto PuLLS es apoyar el desarrollo de los ciudadanos europeos para que sean competentes informacionalmente, y puedan así actuar como ciudadanos activos en una sociedad democrática. Las directrices ofrecen una definición de la competencia informacional y también examinan las teorías sobre educación para adultos. Además, ofrecen una introducción a los productos y el modelo desarrollado por los socios del proyecto PuLLS.
Las características identifican y describen rasgos notables de programas de alfabetización en información excelentes. Pero no son descriptivas de ningún programa concreto; representan más bien un conjunto de elementos identificados por medio del examen de muchos programas y políticas de alfabetización en información para pregrado.
This page begins with a brief introduction to this topic, highlighting key developments, particularly in higher education. It concludes with links to national standards and position statements by professional bodies, a couple of position statements on information literacy, and related references.
La primera edición de estas Normas se basa en las Normas sobre alfabetización en información para la educación superior aprobadas por la Association of College and Research Libraries (ACRL�€“ALA) en enero del año 2000, y posteriormente adoptadas por la American Association for Higher Education y los organismos de acreditación estadounidenses.
The first edition of these standards derives from the US Information literacy standards for higher education approved by the Association of College and Research Libraries in January 2000, and subsequently endorsed by the American Association for Higher Education and US accreditation bodies. The US standards were reviewed at a national workshop initiated and conducted 22-23 September 2000 by the University of South Australia for the Council of Australian University Librarians (CAUL). The 62 participants were representative of Australian and New Zealand universities, the schools sector, the Technical and Further Education sector, the Council of Australian State Libraries and the Australian Library and Information Association. In reviewing the standards, consideration was given to the implications of Australian research, theory elaboration and practice which may not have been available or accessed when the US standards were developed. The relational model of information literacy1 was considered in this context.
This document describes the processes and specific skills a learner must understand and practice in order to meet a minimum level of information literacy. These are divided into four general areas: �€� The Research process �€� Technology use �€� Reading and media literacy �€� Responsible use of technology and information
The full publication includes a chapter on the philosophy and the mission and goals of the information literacy standards, along with the following supporting material to illustrate how standards and indicators can be applied.