ERIC Number: EJ1088825
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0167-8329
EISSN: N/A
Addressing Information Literacy through Student-Centered Learning
Bond, Paul
Education for Information, v32 n1 p3-9 2016
This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were incorporated into the courses. By designing the courses in this manner, information literacy was addressed in various ways throughout the courses. This paper will provide some background on the instructors' approach and inspirations, discuss some specifics of the courses, and relate the information literacy outcomes.
Descriptors: Information Literacy, Student Centered Learning, Case Studies, Partnerships in Education, Librarian Teacher Cooperation, Educational Technology, Active Learning, Inquiry, Course Descriptions, Feedback (Response), College Programs, Instructional Development
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A