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| Title: | Best practices for credit-bearing information literacy courses / |
|---|---|
| Database Name: | WorldCat |
| All Authors / Contributors: |
Christopher Vance Hollister |
| ISBN: | 9780838985588 (pbk. : alk. paper); 0838985580 (pbk. : alk. paper) |
| Notes: | Bibliography: Includes bibliographical references. Content: History and evolution of credit IL courses in higher education / Sara Holder -- Creating the credit IL course in a university setting / Catherine Cardwell and Colleen Boff -- Nemawashi : integrating the credit information literacy course into a community college curriculum / Charles Keyes and Elizabeth S. Namei -- Administrative support for librarians teaching for-credit information literacy / Rosalind Tedford and Lauren Pressley -- Integrating the credit information literacy course into a learning community / Catherine Johnson, Thomas Arendall, Michael Shochet, and April Duncan -- Creating a combination IL and English composition course in a college setting / Julie Roberson and Jenny Horton -- Developing an online credit IL course for a freshman writing program in a university setting / Yvonne Mery, Rebecca Blakiston, Elizabeth Kline, Leslie Sult, and Michael M. Brewer -- Creating a credit IL course for science students / Margeaux Johnson and Sara Russell Gonzalez -- Providing a credit information literacy course for an engineering school / Diana Wheeler, Lia Vellardita, and Amy Kindschi -- Creating required credit IL courses for criminal justice and speech-language pathology programs / Lyda F. Ellis and Stephanie Wiegand -- Creating an online, discipline-specific credit IL course for graduate students / Carolyn Meier -- Using a strategic approach to build coherence and relevance in credit information literacy courses / William Badke -- Integrating current media sources to improve student interest in the credit IL course / Sarah Steiner and M. Leslie Madden -- Incorporating emerging technologies into a first year experience credit IL course / Anne Behler, Daniel Mack, and Emily Rimland -- Leveraging internet communication tools and an audience response system in a credit IL course / Christina Hoffman Gola -- Using video gaming and videoconferencing in a credit IL course / Karen Munro and Annie Zeidman-Karpinski -- Using collaborative learning in a credit IL course / Bonnie Imler -- The motivation triangle : affecting change in student learning in credit IL courses by examining the student, the course content, and the teacher / Nancy Wootton Colborn -- Using constructivism to engage students in an online credit IL course / Penny Bealle -- Assessing student learning in a credit IL course / Tiffany R. Walsh. |
| Description: | ix, 278 pages : illustrations ; 23 cm. |
| Contents: | History and evolution of credit IL courses in higher education / Sara Holder -- Creating the credit IL course in a university setting / Catherine Cardwell and Colleen Boff -- Nemawashi : integrating the credit information literacy course into a community college curriculum / Charles Keyes and Elizabeth S. Namei -- Administrative support for librarians teaching for-credit information literacy / Rosalind Tedford and Lauren Pressley -- Integrating the credit information literacy course into a learning community / Catherine Johnson, Thomas Arendall, Michael Shochet, and April Duncan -- Creating a combination IL and English composition course in a college setting / Julie Roberson and Jenny Horton -- Developing an online credit IL course for a freshman writing program in a university setting / Yvonne Mery, Rebecca Blakiston, Elizabeth Kline, Leslie Sult, and Michael M. Brewer -- Creating a credit IL course for science students / Margeaux Johnson and Sara Russell Gonzalez -- Providing a credit information literacy course for an engineering school / Diana Wheeler, Lia Vellardita, and Amy Kindschi -- Creating required credit IL courses for criminal justice and speech-language pathology programs / Lyda F. Ellis and Stephanie Wiegand -- Creating an online, discipline-specific credit IL course for graduate students / Carolyn Meier -- Using a strategic approach to build coherence and relevance in credit information literacy courses / William Badke -- Integrating current media sources to improve student interest in the credit IL course / Sarah Steiner and M. Leslie Madden -- Incorporating emerging technologies into a first year experience credit IL course / Anne Behler, Daniel Mack, and Emily Rimland -- Leveraging internet communication tools and an audience response system in a credit IL course / Christina Hoffman Gola -- Using video gaming and videoconferencing in a credit IL course / Karen Munro and Annie Zeidman-Karpinski -- Using collaborative learning in a credit IL course / Bonnie Imler -- The motivation triangle : affecting change in student learning in credit IL courses by examining the student, the course content, and the teacher / Nancy Wootton Colborn -- Using constructivism to engage students in an online credit IL course / Penny Bealle -- Assessing student learning in a credit IL course / Tiffany R. Walsh. |
| Responsibility: | edited by Christopher V. Hollister. |
| Year: | 2010, ©2010. |
| Publisher: | Chicago : Association of College and Research Libraries, |
| Standard Numbers: | LCCN: 2010041428 |
| Class Descriptors: | LC Class No.: ZA3075; Dewey No.: 028.7071/173 |
| OCLC No.: | 672278441 |
Abstract:
This work is a collection of previously unpublished papers in which contributing authors describe and recommend best practices for creating, developing and teaching credit-bearing information literacy (IL) courses at the college and university level. Contributors include academic librarians from universities, four-year colleges and community colleges to demonstrate successful IL course endeavors at their respective institutions. It includes several case studies of both classroom and online IL courses; some are elective and some required, some are discipline-specific and others are integrated into academic programs or departments. Contributors discuss useful and effective methods for developing, teaching, assessing and marketing courses. Also included are chapters on theoretical approaches to credit bearing IL courses and their history in higher education. Organized around three themes, create, develop and teach, this book provides practitioners and administrators with a start-to-finish guide to best practices for credit-bearing IL courses.
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