Does advocacy help to embed information literacy into the curriculum? a case study

dc.creator	Ruth Stubbings
dc.creator	Ginny Franklin
dc.date	2006-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:35Z
dc.date.available	2015-07-20T22:06:35Z
dc.identifier	1473-7507
dc.identifier	https://doaj.org/article/f876ca4f3e1d4f2e99606a9211cd6264
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10608
dc.description	For over twenty years libraries in Higher Education have been attempting to enhance students’ information literacy skills through the teaching of best practice in literature searching. Content of information literacy courses often include the mechanics of how databases work, and more importantly, the higher-level thinking skills, such as problem solving and critical evaluation, underpinning the research process. This paper looks at the work in the development of information literacy competencies run by the academic library at Loughborough University in the UK. This study, which was undertaken by the library at Loughborough University, focuses on the impact of its information literacy programmes, and in particular, it examines the mixed success brought about by the embedding of information literacy education into subject modules. Three main strategies are presented in this paper to fully contextualize the outcome of such provision and promote collaboration between library and faculty staff. Examples here include the attempts made by library staff to encourage the integration of information literacy into the curriculum through the use of learning outcomes, through the delivery of Personal Development Portfolio (PDP) practices, and the employment of preventative strategies against plagiarism.
dc.language	English
dc.publisher	Higher Education Academy Subject Network for Information & Computer Sciences
dc.relation	http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/stubbings-franklin-final.pdf
dc.relation	https://doaj.org/toc/1473-7507
dc.source	ITALICS, Vol 5, Iss 1 (2006)
dc.subject	advocacy
dc.subject	diverse learning styles
dc.subject	RAPID
dc.subject	personal development planning
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Does advocacy help to embed information literacy into the curriculum? a case study
dc.type	article