Challenges in building an incremental, multi-year information literacy plan

Citation data:

Reference Services Review, ISSN: 0090-7324, Vol: 28, Issue: 3, Page: 240-247

Publication Year:
2000
Usage 1641
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Repository URL:
https://works.bepress.com/joanna_burkhardt/4; https://works.bepress.com/andree_rathemacher/10; http://digitalcommons.uri.edu/lib_ts_pubs/2; https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1001&context=lib_ts_pubs
DOI:
10.1108/00907320010345123; 10.1108/00907320010345123.
Author(s):
MacDonald, Mary C.; Rathemacher, Andrée J.; Burkhardt, Joanna M.
Publisher(s):
Emerald; DigitalCommons@URI; MCB UP Ltd
Tags:
Social Sciences; information literacy; instruction; resource-based learning; curriculum; University of Rhode Island; instructional design; library services; academic libraries; learning; information literacy; instruction; resource-based learning; curriculum; University of Rhode Island; Library and Information Science
article description
The authors discuss the plan for building an incremental, multi-year information literacy program at the University of Rhode Island. Review of the current library instruction program leads to why and how they plan to change the program by focusing on the concepts of understanding what information is, in addition to learning how to gather, evaluate, and use information. The Draft Plan for Information Literacy at the University of Rhode Island Libraries addresses the information and research needs of undergraduate and graduate students, as well as faculty needs. The development of credit-bearing courses in information literacy, the creation of information literacy modules for specific disciplines, and the Draft Plan for Information Literacy are discussed. © 2000, MCB UP Limited