Framing the ACRL information literacy threshold concepts in a credit-bearing business research methods course - Charissa Jefferson
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Presented at LILAC 2016
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Framing the ACRL information literacy threshold concepts in a credit-bearing business research methods course - Charissa Jefferson
- 6. Authority is contextual Searching is Strategic Information Creation is a Process Research as Inquiry Information hasValue Scholarship as Conversation
Notas do Editor
- 1. “Business Research Methods”. 2. Optional, Credit/no-credit , 1-unit 2. Instruction at 75 minutes per class meeting 3. Includes weekly topics and SLO’s, Information literacy tutorials, Suggested readings
- 1. Who gives that person power? 2. Pre-assessment questionnaire: Which associations are you aware of in your field? 3. Ex., Whitepapers, peer-reviewed journals, manuals, conference papers, etc. 4. Ex. search “Finance”. American Finance Association publishes Journal of Finance. 5. Ex. Search: “Accounting professional associations”
- 1. Ask students what they search on the internet for fun. 2. Similar to people, a database only has so much expertise/ knowledge.
- 1. in the context of the course. 2. How industry associations, consumer groups and other organizations and governments contribute to providing information in business research.
- 1. (~8 stu.) 2. Ex. Arcade, Pet store, or Coffee Shop. 3. what are they going to search for? how they are going to find it? 4. Ex. Website, book, news article, magazine, statistic, video, etc.
- 1. Did they find it? What was the result of either having it or not? 2. Class discusses how political social and economic factors can impact information creation, distribution, or access. 3. “What if they did not have access or a means to obtaining information needed?” Privilege