Fostering a Community of Doctoral Learners

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27 citations0/0 files storedJournal of Library Administration

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Library Science and Information Literacy Library Science and Information Doctoral Education Challenges and Solutions

Abstract

This paper describes a newly designed graduate course developed and taught by a librarian. Basic information literacy attributes are emphasized in the course, enabling students to develop more specialized capabilities of locating, evaluating, and synthesizing research literature. Students in the course participate as members of a graduate cohort, so there is opportunity for them to evolve as a cohesive learning community. The theoretical framework of communities of practice is used to inform the instructional design of this course. Observations of early teaching and learning experiences as well as reflections upon this approach to course development are offered. doi:10.1300/J111v45n01_09

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1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1999Communities of practice learning, meaning, and identity 1998Communities of Practice 1989Situated Cognition and the Culture of Learning 2005Research methods in the social sciences 2012Teaching and research: new relationships and their implications for inquiry-based teaching and learning in higher education 2000Conceptions of information literacy: new perspectives and implications

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2010User Education and Information Literacy in Agricultural Universities of India 2015Field-Specific Information Needs of Doctoral Students in Psychology. A Comparative Study 2023Qualitative researchers' experiences of methodological instruction and technology use 2008Information Literacy at the Point of Need : Literature Review Workshops 2014Educating for Information Literacy : Assessing Indian Agricultural Sciences graduate's knowledge and Information skills 2015

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