Full Description
Aimed at teaching professionals working with first-year students at institutions of higher learning, this book provides practical advice and specific strategies for integrating contemporary information literacy competencies into courses intended for novice researchers. The book has two main goals - to discuss the necessity and value of incorporating information literacy into first-year curricula; and to provide a variety of practical, targeted strategies for doing so. The author will introduce and encourage teaching that follows a process-driven, constructivist framework as a way of engaging first-year students in library work that is interesting, meaningful and disciplinarily relevant.
Contents
DedicationList of figures and tableForewordAbout the authorIntroductionPurposeBackgroundOrganizationChapter 1: The Millennials go to the library: or do they?Abstract:Introducing the MillennialsCharacteristics of this new generationWhat is information literacy and do contemporary undergraduates really need it?Attitudinal shifts: addressing truculence in the faculty loungeConclusionChapter 2: Information literacy in the context of the first yearAbstract:IntroductionAttending to novice researchersProcess-centered library researchHow can course content and information literacy co-exist?ConclusionChapter 3: Pragmatic pedagogical approachesAbstract:IntroductionFrom the start: advice from librarian colleaguesCreating effective library experiencesThe next step: advancing information literacy beyond the first yearOne final noteConclusionAppendix: resources about integrating information literacy in the undergraduate classroomReferencesIndex
