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Engaging First-Year Students in Meaningful Library Research. Chandos Information Professional Series

  • ID: 2719586
  • November 2011
  • 198 Pages
  • Elsevier Science and Technology
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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.

- Provides helpful advice and guidance for seamlessly integrating library research competencies into first-year courses
- Offers practical models and real life examples of successful student-centered, course-based library research assignments
- Is written by an academic librarian with nearly 20 years of experience in the field

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Dedication

List of figures and table

Foreword

About the author

Introduction

Purpose

Background

Organization

Chapter 1: The Millennials go to the library: or do they?

Abstract:

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

Conclusion

Chapter 2: Information literacy in the context of the first year

Abstract:

Introduction

Attending to novice researchers

Process-centered library research

How can course content and information literacy co-exist?

Conclusion

Chapter 3: Pragmatic pedagogical approaches

Abstract:

Introduction

From the start: advice from librarian colleagues

Creating effective library experiences

The next step: advancing information literacy beyond the first year

One final note

Conclusion

Appendix: resources about integrating information literacy in the undergraduate classroom

References

Index

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Flaspohler, Molly
Molly R. Flaspohler is Special Projects Librarian at Concordia College, Moorhead, Minnesota where she has worked for 19 years. She has published and presented on a range of library issues including program assessment, information literacy in first-year composition courses, and librarian sabbatical leave trends.

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