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Information Literacy
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1.
The Australian and New Zealand Institute for Information Literacy supports organisations, institutions and individuals in the promotion of information literacy and, in particular, the embedding of information literacy within the total educational process.
2.
Bruce White and Rae Gendall describe the demands placed on the computing skills of academics as research information moves from print to digital. They find that a significant proportion of researchers either fail to take advantage of it or are in fact impeded in their work by their minimal skill sets. The authors examine the barriers to use of the technology and describe their experience in training university academics to become more fluent users of electronic information resources. A higher level of engagement by both library and computing staff in training and dvocacy is suggested. (In Proceedings Educause Australasia 2005, Auckland, New Zealand.)
3.
Brian D. Quigley and Jean McKenzie describe the techniques and materials used when providing library instruction to Technical Communication classes. During the first classes, it became obvious that neither the lecture format nor the content met the instructional objectives. This article delineates the evolution of these classes from lectures to active learning classes. (Issues in Science and Technology Librarianship No. 37 Spring 2003)
4.
Narayan and Munoo audit how information literacy programmes in Singapore have evolved into a 'product'.
5.
Susanne Hasulo asks if knowledge workers agree on what information literacy really means, and more importantly, can these crucial skills be learned? (Information Highways Magazine August 2002)
6.
Reports from La Trobe University's attempts to develop information literate students. (La Trobe University Library News 30(3) Nnovember 2001)
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Live links to programs, projects, and initiatives concerning information literacy in higher education.
8.
A checklist of points to consider and references to specific assessment techniques.
9.
Julie Arnold (and others). In the spring of 2001 the orientation sessions for engineering students were reformatted based on comments contained in short surveys completed by students at the end of each session. The format was changed from completely lecture-based to a more interactive session entitled "EPSL Expedition." This paper attempts to answer the following question: Do freshman engineering students learn and retain more information through an "interactive" orientation session than they do from a "lecture" based session? (Issues in Science and Technology Librarianship No. 37 Spring 2003)
10.
Information literacy resources on the University of Otago Library website, New Zealand.
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