This work is a collection of previously unpublished papers in which contributing authors describe and recommend best practices for creating, developing and teaching credit-bearing information literacy (IL) courses at the college and university level. Contributors include academic librarians from universities, four-year colleges and community colleges to demonstrate successful IL course endeavors at their respective institutions. It includes several case studies of both classroom and online IL courses; some are elective and some required, some are discipline-specific and others are integrated into academic programs or departments. Contributors discuss useful and effective methods for developing, teaching, assessing and marketing courses. Also included are chapters on theoretical approaches to credit bearing IL courses and their history in higher education. Organized around three themes, create, develop and teach, this book provides practitioners and administrators with a start-to-finish guide to best practices for credit-bearing IL courses.102 Best Practices for Credit-Bearing Information Literacy Courses are confident that traditional science courses at UF offer the academic knowledge that prepares students for laboratory research, but classes like IDH 3931 ensure that they areanbsp;...
|Title||:||Best Practices for Credit-Bearing Information Literacy Courses|
|Author||:||Christopher Vance Hollister|
|Publisher||:||Assoc of Cllge & Rsrch Libr - 2013-08-16|