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Information Literacy-Business Faculty: Start Here

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"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
800 S. Rolling Road
Catonsville, MD 21228

Info Lit

Fear The Turtle

Not Information Literacy

From: UMD

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