東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Embedding information literacy and t...

Anderson, Lisa Marie.

Linked to FindBook

Google Book

Amazon

博客來

Embedding information literacy and the importance of faculty and librarian collaboration: A qualitative case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Embedding information literacy and the importance of faculty and librarian collaboration: A qualitative case study./
Author:	Anderson, Lisa Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	189 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10239387
ISBN:	9781369341379

Embedding information literacy and the importance of faculty and librarian collaboration: A qualitative case study.
Anderson, Lisa Marie.

Embedding information literacy and the importance of faculty and librarian collaboration: A qualitative case study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 189 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (PHD/HEA)--University of Phoenix, 2016.

This qualitative exploratory single case study explored embedding information literacy into first year undergraduate curriculum and the importance of faculty and librarian collaboration. Embedding information literacy into first year undergraduate curriculum and faculty and librarian collaboration is a necessary means to promote student development and growth, critical thinking skills, and lifelong learning. The specific problem is the need to better understand how faculty and librarians can best collaborate on designing a first year undergraduate curriculum that embeds information literacy in first year undergraduate curriculum. A single case study was the chosen design and focused on two subjects, embedding information literacy into first year undergraduate curriculum and the importance of faculty and librarian collaboration. Data were collected for the study by conducting interviews from instructors and librarians in a four-year, private university located in the Southeast region of the United States. The instructors and librarians gave their perspectives concerning embedding information literacy into first year undergraduate curricula and the importance of the collaboration process. Data received from both groups of professionals were analyzed using the NVivo10 software and yielded beneficial information and insights that have the potential to assist in embedding information literacy into first year curricula and the collaboration process. The analysis of data also allowed the identification of six major themes: (a) embedding information literacy, (b) quality enhancement plan, (c) institutional support for collaboration, (d) collaboration between faculty and librarians, (e) curricula improvement, and (f) perceived benefits.

ISBN: 9781369341379Subjects--Topical Terms:

641065
Higher education.

Embedding information literacy and the importance of faculty and librarian collaboration: A qualitative case study.
LDR:02738nmm a2200301 4500 001 2119810
005 20170622092918.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369341379
035 $a (MiAaPQ)AAI10239387
035 $a AAI10239387
040 $a MiAaPQ $c MiAaPQ
100 1 $a Anderson, Lisa Marie. $3 1925097
245 1 0 $a Embedding information literacy and the importance of faculty and librarian collaboration: A qualitative case study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Linda Ellis-Brown.
502 $a Thesis (PHD/HEA)--University of Phoenix, 2016.
520 $a This qualitative exploratory single case study explored embedding information literacy into first year undergraduate curriculum and the importance of faculty and librarian collaboration. Embedding information literacy into first year undergraduate curriculum and faculty and librarian collaboration is a necessary means to promote student development and growth, critical thinking skills, and lifelong learning. The specific problem is the need to better understand how faculty and librarians can best collaborate on designing a first year undergraduate curriculum that embeds information literacy in first year undergraduate curriculum. A single case study was the chosen design and focused on two subjects, embedding information literacy into first year undergraduate curriculum and the importance of faculty and librarian collaboration. Data were collected for the study by conducting interviews from instructors and librarians in a four-year, private university located in the Southeast region of the United States. The instructors and librarians gave their perspectives concerning embedding information literacy into first year undergraduate curricula and the importance of the collaboration process. Data received from both groups of professionals were analyzed using the NVivo10 software and yielded beneficial information and insights that have the potential to assist in embedding information literacy into first year curricula and the collaboration process. The analysis of data also allowed the identification of six major themes: (a) embedding information literacy, (b) quality enhancement plan, (c) institutional support for collaboration, (d) collaboration between faculty and librarians, (e) curricula improvement, and (f) perceived benefits.
590 $a School code: 0850.
650 4 $a Higher education. $3 641065
650 4 $a Curriculum development. $3 684418
650 4 $a Library science. $3 539284
690 $a 0745
690 $a 0727
690 $a 0399
710 2 $a University of Phoenix. $b School of Advanced Studies. $3 3184515
773 0 $t Dissertation Abstracts International $g 78-05A(E).
790 $a 0850
791 $a PHD/HEA
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10239387