Information literacy milestones: building upon the prior knowledge of first-year students

Jenny Ellis · Fiona Salisbury

30 citations0/0 files storedThe Australian Library Journal

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Library Science and Information Literacy Library Science and Information Educational Strategies and Epistemologies

Abstract

This article reports on a study we conducted with first-year students in the Faculty of Arts at the University of Melbourne in 2003. Building upon our 2002 research (Library Review, 2003, vol 52, n°5 pp209–217), we investigated the prior library instruction, information preferences and skills of students enrolled in first-year subjects in the Faculty of Arts at the University of Melbourne. Our article reflects on how this investigation has broadened our understanding of the information literacy (IL) knowledge and prior experience of entry-level students at university. It considers the implications that the results of our study have for ‘teaching librarians’ and attempts to answer questions about how we can better assist students to build upon what they already know.

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References

2003Learning to Teach in Higher Education 1999Teaching for Quality Learning at University: What the Student Does 1999Understanding Learning and Teaching: the experience in higher education 2002Assessing information literacy skills in the California state university: a progress report 2001Teaching Skills for Teaching Librarians: Postcards from the Edge of the Educational Paradigm 2002Student perceptions of information literacy: insights for librarians 2002“Doing the best you can with what you have:” lessons learned from outcomes assessment 2002Can an Online Tutorial Pass the Test for Library Instruction? An Evaluation and Comparison of Library Skills Instruction Methods for First Year Students at Deakin University

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