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Information Literacy-Business Faculty: Start Here

Research Help

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Locations

CCBC Catonsville Library
LIBR Bldg, 800 S. Rolling Rd
Baltimore, MD 21228

443-840-2730 Reference
443-840-2710 Circulation    
410-455-6436 Fax
crefdesk@ccbcmd.edu

CCBC Dundalk Library    
COMM Bldg, 7200 Sollers Point Rd
Baltimore, MD 21222

443-840-2592 Reference
443-840-2591 Circulation
443-840-3559 Fax
dlibrary@ccbcmd.edu


CCBC Essex Library
LIBR Bldg, 7201 Rossville Blvd
Baltimore, MD 21237

443-840-1425 Reference
443-840-2809 Circulation
443-840-1724 Fax
essexlibref@ccbcmd.edu

 

CCBC Extension Centers
For library services contact
CCBC Catonsville
crefdesk@ccbcmd.edu

Hunt Valley

Owings Mills

Randallstown

Description

"Essential information skills encompass much more than simply selecting the right sources. Highly skilled workers know how to creatively outline a project, search for information, synthesize what's found and apply it.

In our study, we found that original, highly structured, problem-based research assignments encourage students to dig deeper. Such assignments might include real-world case studies, multimedia projects or team-based empirical research. They also demand far more of students than the classic term paper.

These highly-structured assignments stretch professors as well, encouraging them to teach research skills.

The results are graduates more capable of conducting research, applying information, and making more thoughtful, sophisticated judgments.

Just what those higher-skill, higher-paid jobs require."

"Add 'Research' to the Education's Traditional Three Rs," Michael B. Eisenberg and Alison J. Head, Seattle Times, Guest Column, May 2, 2009

Directors, Project Information Literacy

Why Students Need Information Literacy

If you expect your students to:

  • read widely;

  • develop an argument informed by varied sources and multiple perspectives;

  • use evidence to back up an argument;

  • make connections between ideas and concepts;

  • synthesise and integrate information;

  • cite and reference consistently and correctly;

  • evaluate the trustworthiness of information;

  • critique the quality of information in regard to bias, viewpoint and perspective;

  • explore and use primary and secondary sources;

  • manage and organise data and information;

  • collect and analyse data;

  • contextualise data and evidence with regard to the relevant literature;


then they need highly developed skills in information literacy.

From: Griffith University Graduate Attributes  Information Literacy Toolkit

Subject Guide

Anne Sleeman's picture
Anne Sleeman
Contact:
800 S. Rolling Road
Catonsville, MD 21228
443-840-2743

Info Lit

Fear The Turtle

Not Information Literacy

From: UMD

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