Freshmen, information literacy, critical thinking and values

Abstract

Teaching information literacy and critical thinking to freshmenundergraduate students can be more successful if these concepts are demonstrated to be meaningful and valuable in the context of students’ daily lives. A proper context can help freshmen acknowledge the need for, develop, and value information literacy and critical thinking. As values, both can help counter the effects of the consumerism, superficiality, and knowledge fragmentation characterizing the postmodern condition. A case study of how a lifelong values‐based syllabus for teaching information literacy and critical thinking was incorporated into a university orientation course for first semester freshmen is presented.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 31 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.