Engaging first-year students in meaningful library research : a practical guide for teaching faculty

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Title:

Engaging first-year students in meaningful library research : a practical guide for teaching faculty

Author:

Flaspohler, Molly R.

ISBN:

9781843346401

Personal Author:

Flaspohler, Molly R.

Publication Information:

Oxford : Chandos Publishing, 2012.

Physical Description:

xvii, 180 p. : ill. ; 24 cm.

Series:

Chandos information professional series.

Chandos information professional series

Contents:

1. The Millennials go to the library : or do they? Introducing the Millennials -- Characteristics of this new generation -- What is information literacy and do contemporary undergraduates really need it? -- Attitudinal shifts : addressing truculence in the faculty lounge -- 2. Information literacy in the context of the first year. Attending to novice researchers -- Process-centered library research -- How can course content and information literacy co-exist? -- 3. Pragmatic pedagogical approaches. From the start : advice from librarian colleagues -- Creating effective library experiences -- The next step : advancing information literacy beyond the first year -- One final note.

Subject Term:

Library research.

Information literacy -- Study and teaching (Higher)

Library orientation for college students.

Reference services (Libraries)

College freshmen -- Services for.

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIEMSA	1:GEN-BOOK	33168025598232	025.5677 F585E 2012	1	Searching... Unknown

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Summary

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.