A Disciplinary Blueprint for the Assessment of Information by Dorothy Anne Warner

By Dorothy Anne Warner

Have you ever frightened that literature on library guide offers extra with tools of assessing scholar perspective than scholar studying? if that is so, you can be pleased to understand a person is doing anything approximately it!

Eight distinct disciplinary modules are offered, every one determining a sequence of knowledge literacy ambitions constructed in line with Bloom's Taxonomy of Cognitive Objectives.

A considerable curriculum map embedded inside of each one module lists the series of classes required for the disciplinary significant and the extent at which the path is taught (sophomore, junior, etc.), notes even if details literacy guide is presently taught by way of the library for that specific path, and delineates the categorical details literacy studying pursuits the scholars needs to grasp with a purpose to satisfy the direction assignments.

Collaborative accountability for educating the knowledge literacy talents can be defined, with particular techniques for tactics the library can develop its help for the categorical self-discipline. moreover, overview methodologies are pointed out; together with scoring rubrics designed in particular for the disciplinary info literacy objectives.

An quintessential source for tutorial librarians able to take the jump from episodic reactive reaction to programmatic sequenced integration into the curriculum.

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Extra resources for A Disciplinary Blueprint for the Assessment of Information Literacy

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Norwood, NJ: Ablex Publishing, 1988. Goody, Jack and Watt, Ian. ” In Power and Ideology in Education, eds. Jerome Karabel and A. H. Halsey, 456–473. New York: Oxford University Press, 1977. Hynd-Shanahan, Cynthia, Jodi Patrick Holschuh, and Betty P. Hubbard. ” Journal of Literacy Research 36(2) (2004), 141–176. National Council of Teachers of English and the International Reading Association (NCTE/IRA). Standards for the English Language Arts (2008). htm (accessed October 3, 2007). Rawski, Conrad H.

Applying the skill to a problem solving situation) utilization of a government source to solve the information need (application level). S. Census Bureau publications. At the next cognitive level of analysis, “students discover an idea’s characteristics by breaking down an idea into its parts and discovering relationships. Analyzing content to find causes, conclusions, or supporting evidence is indicative of the analysis level” (Eisenberg and Berkowitz, 1988, 102). The objective that follows requires the student to analyze the selected resources, determine what is additionally needed, and seek information from the appropriate disciplinary source.

Literate societies . . are faced with permanently recorded versions of the past and its beliefs; and because the past is thus set apart from the present, historical enquiry becomes possible. This in turn encourages skepticism . . not only about the legendary past, but about received ideas [through the process of] recording of verbal statements and then . . the dissecting of them. In the more mature phases of information literacy, history students are to engage in three unique processes: “sourcing (an evaluation of the source of information), contextualization (placing the text’s arguments in a particular time period and context), Evaluation as Inherent in Information Literacy and corroboration (looking for corroborative evidence across different sources)” (HyndShanahan, Holschuh, and Hubbard, 2004, 142).

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