ERIC Number: EJ913987
Record Type: Journal
Publication Date: 2010-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1531-2542
Calibrated Peer Review: A New Tool for Integrating Information Literacy Skills in Writing-Intensive Large Classroom Settings
Fosmire, Michael
portal: Libraries and the Academy, v10 n2 p147-163 Apr 2010
Calibrated Peer Review[TM] (CPR) is a program that can significantly enhance the ability to integrate intensive information literacy exercises into large classroom settings. CPR is founded on a solid pedagogic base for learning, and it is formulated in such a way that information skills can easily be inserted. However, there is no mention of its application for information literacy in the library literature. A sample implementation of CPR in a course co-taught by science disciplinary faculty and librarians at Purdue University is presented with recommendations for optimal use of this resource. CPR is a valuable new tool that librarians can use to further their collaborations with disciplinary faculty. (Contains 1 table.)
Descriptors: Computer Assisted Instruction, Information Literacy, Information Skills, Librarians, College Faculty, Academic Libraries, Class Size, Research, College Students, Teaching Methods, Librarian Teacher Cooperation, Peer Evaluation, Computer Software, Writing Assignments, Constructivism (Learning), Writing Skills, Instructional Effectiveness
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana