Index

A

Accreditors, 67–68
ACRL Information Literacy Standards, 75–78
Administrators, Academic, 84–86, 175–177, 186–190
Australian and New Zealand Information Literacy Framework, 76–77

C

Constructivism, 116–122
Critical thinking, 20, 27, 34, 66, 111–113, 118, 124–125, 127, 187

D

Departments, Academic, 170–175
Disciplines, Academic
In general, 8–9, 13–16, 82, 93–114, 122–137, 164–165
Humanities, 141–147
Professional programs, 158–161
Sciences, 153–157
Social Sciences, 147–153

E

Epistemology, 11–16, 94–97

F

Faculty
Assumptions about Research Processes Education, 50–54
Culture, 62–66
Educational task, 162–170
Expectations, 2–7
Perception of Librarians, 67
Skills in Research Processes/Information Literacy, 44–46

H

Heath and Heath, Switch, 171–177
Higher education
Mission, 21–22

I

Information
“Cheap commodity” xlv, 117, 119, 124, 174–175
Classification, 13–16
Definition, 10
Information based instruction, 165–166
Information literacy
Blind spot in higher education, xiii, 91
Credit-based courses, 81–83
Definition, 1–24, 74–78
Educational requirement, xiv, 191–194
Goals, 22–24, 116
Remedial instruction, 50–54, 78–81, 184
Skills required, 9–20
Standards, 17, 74–78
Student inability, 32–43
Through the curriculum approaches, 84–86
Workplace, 192–193

L

Librarians
And credit-bearing research courses, 82–83
And student assignments, 111–113
And faculty culture, 62–66
As process experts, 135, 140–141
Collaboration with faculty, 125–126, 145, 168, 174
Development of information literacy standards, 74–78
Experience with student difficulties, xv, 26–27, 174
Faculty perception of, 67
Realigning the work of, 183–185
Remedial research processes instruction, 50–51
Teaching database searching, 135, 147, 152, 157, 161

M

Metanarrative, 104–107, 143–144, 149–150, 155–156, 159–160
Modular assignments, 145–147, 151–153, 157, 166–168
Research
Definitions, 7–9
Research model, 97–102
Skills required, 9–20

R

Research Processes
Autobiography, 128, 164–165, 186–187
Case studies, 139–162
Classroom, 115–137
Content instruction, 136–137
Definition, 24, 116
Disciplinary thinking, 91–114, 129–131
Research model, 97–102
Skill development, Disciplinary, 131–136
Student inability, 32–43
Resources (Finances and Personnel), 179–190

S

SCONUL Seven Pillars of Information Literacy model, 17, 77–78
Students
Pre-University, 27–32
Graduate students, 36–43
University, 32–36

T

Technology, 18–20, 60–62

W

Writing, Academic, 2–7

Z

Zurkowski, Paul, 71–74, 193
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