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First Year Experience Faculty: Documents Archive
A Guide for First Year Experience Faculty Teaching UNIV 100
A collection of individual cards from 2011, each containing a step in the research process. These cards may be printed and given in random order to students so that they may decide the most logical order of each research step.
A collection of individual cards from 2008, each containing a step in the research process. These cards may be printed and given in random order to students so that they may decide the most logical order of each research step.
This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.
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