Self-Directed Learning, A Guide for Learners and Teachers

Foreword by Maryellen Weimer vii Preface to the Second Edition xi About the Author xxi 1 Using Writing to Promote Thinking: A Busy Professor s Guide to the Whole Book 1 PART 1 UNDERSTANDING CONNECTIONS BETWEEN THINKING AND WRITING 2 How Writing Is Related to Critical Thinking 17 3 Helping Writers Think Rhetorically 39 4 Using a Range of Genres to Extend Critical Thinking and Deepen Learning 52 5 Dealing with Issues of Grammar and Correctness 66 PART 2 DESIGNING PROBLEM-BASED ASSIGNMENTS 6 Formal Writing Assignments 89 7 Informal, Exploratory Writing Activities 120 PART 3 COACHING STUDENTS AS LEARNERS, THINKERS, AND WRITERS 8 Designing Tasks to Promote Active Thinking and Learning 149 9 Helping Students Read Difficult Texts 161 10 Using Small Groups to Coach Thinking and Teach Disciplinary Argument 183 11 Bringing More Critical Thinking into Lectures and Discussions 202 12 Enhancing Learning and Critical Thinking in Essay Exams 211 13 Designing and Sequencing Assignments to Teach Undergraduate Research 224 PART 4 READING, COMMENTING ON, AND GRADING STUDENT WRITING 14 Using Rubrics to Develop and Apply Grading Criteria 267 15 Coaching the Writing Process and Handling the Paper Load 290 16 Writing Comments on Students Papers 317 References 337 Index 353

Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom

Suggestions on How to Use the Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframeworkapps#suggestions) Introduction for Faculty and Administrators (http://www.ala.org/acrl/standards /ilframeworkapps#introfaculty) For Faculty: How to Use the Framework (http://www.ala.org/acrl/standards/ilframeworkapps#usefaculty) For Administrators: How to Support the Framework (http://www.ala.org/acrl/standards /ilframeworkapps#adminsupport)

Framework for Information Literacy for Higher Education

Digital library research efforts originating from library and information scientists have focused on the technical development. While millions of dollars have been spent on building "usable" digital libraries, previous research indicates that potential users may still not use them. This study contributes to understanding user acceptance of digital libraries by utilizing the technology acceptance model (TAM). Three system interface characteristics, three organizational context variables, and three individual differences are identified as critical external variables that have impact on adoption intention through perceived usefulness and perceived ease of use of the digital library. Data was collected from 397 users of an award-winning digital library. The findings show that both perceived usefulness and perceived ease of use are determinants of user acceptance of digital libraries. In addition, interface characteristics and individual differences affect perceived ease of use, while organizational context influences both perceived ease of use and perceived usefulness of digital libraries.

Understanding user acceptance of digital libraries: what are the roles of interface characteristics, organizational context, and individual differences?

Computer-Assisted Instruction.

Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy. Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the scope of generally understood information competencies and places a particular emphasis on producing and sharing information in participatory digital environments.

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Reframing Information Literacy as a Metaliteracy

Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to continuously reflect on their own thinking and literacy development in these fluid and networked spaces. This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.

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Proposing a Metaliteracy Model to Redefine Information Literacy

The authors propose that information literacy initiatives must be a shared concern of faculty and librarians. This position is reinforced by accreditation standards that view information literacy as central to student learning and best addressed within a collaborative framework. Two models for collaboration are posited and described: teaching alliances and campus partnerships. Illustrative examples of both approaches from the University at Albany are provided.

https://www.jstor.org/stable/pdfplus/27559244.pdf

Information Literacy: A Collaborative Endeavor

250 The draft ACRL Framework for Information Literacy for Higher Education (http://acrl.ala.org/ilstandards/) has been developed for a world that has changed radically since the turn of the 21st century. It responds to (and challenges) some information-related habits, understandings, and behaviors of students. It acknowledges the vast array of information formats and modes of delivery, and the ease of finding something about almost anything. This fundamental change in availability and access, and the behaviors it engenders, demands a new approach to the essential underpinnings of information literacy. In addition to being information consumers, students are now content creators, though often without recognizing both the attendant possibilities and responsibilities. These roles span students’ lives, from the academic to the personal, and while the Framework focuses on the former, quotidian needs are woven throughout the materials that comprise the toolkit. Educators recognize that information sources, services, and systems have become fragmented. This fragmentation has left academic resources shadowed by those that are ubiquitous, and seemingly easy to use. If students are able to find information that they perceive meets many of their requirements with circumscribed searching abilities, there is no driving need for them to expend time and effort to improve those abilities. The Framework must recognize this reality, while Informing and Extending the Draft ACRL Information Literacy Framework for Higher Education: An Overview and Avenues for Research

/pdf/informing-and-extending-the-draft-acrl-information-literacy-mss3ntwfuz.pdf

Informing and Extending the Draft ACRL Information Literacy Framework for Higher Education: An Overview and Avenues for Research

Many traditional first-year students arrive on college and univer-sity campuses with a great deal of experience in searching theInternet. In fact, they can find prodigious amounts of informationwith relative ease—as evidenced by the lists of Web sites used todocument many of their research papers. Most of these students,however, lack the critical-thinking skills and database-searchingproficiency necessary for them to fine-tune their informationsearches. They need to know how to focus their topics, where (inaddition to the Internet) to search, and how to evaluate and usethe information they retrieve—skills commonly encompassed inthe phrase “information literacy ” (Commission on Higher Educa-tion of the Middle States Association of Colleges and Schools[CHE], 1996, p. 15). As Ernest and Paul Boyer (1996) have ob-served, college students need help “becom[ing] savvy consumersof information” (p. 126). The Boyers believe that, in partnershipwith faculty, librarians have the expertise to instruct students ininformation retrieval and evaluation (pp. 130–131).Institutions of higher learning strive to graduate students whoare intellectually prepared to be lifelong learners. Disciplinaryknowledge can change at a rapid pace, rendering some subject

/pdf/separating-wheat-from-chaff-helping-first-year-students-9cbvotd6q0.pdf

Trudi E. Jacobson

Papers

Reframing Information Literacy as a Metaliteracy

Proposing a Metaliteracy Model to Redefine Information Literacy

Information Literacy: A Collaborative Endeavor

Informing and Extending the Draft ACRL Information Literacy Framework for Higher Education: An Overview and Avenues for Research

Separating Wheat from Chaff: Helping First-Year Students Become Information Savvy