TEACHING INFORMATION LITERACY A CONCEPTUAL APPROACH

A GREAT CHALLENGE MOST INSTRUCTORS FACE, EXPERIENCED AS WELL AS THOSE NEW TO THE FIELD, IS TO CREATE AND DELIVER DIVERSE, DYNAMIC INSTRUCTION THAT WILL PROVIDE STUDENTS WITH THE TOOLS AND KNOWLEDGE THEY NEED TO CONDUCT RESEARCH FOR THEIR COURSES AND TO CARRY THOSE SKILLS TO THE WORKPLACE. TEACHING INFORMATION LITERACY MEETS THAT CHALLENGE BY PROVIDING TEACHING LIBRARIANS AND OTHERS WHO DELIVER INSTRUCTION IN INFORMATION LITERACY FRESH APPROACHES TO TEACHING SPECIFIC CONCEPTS, SUCH AS DEVELOPING A TOPIC AND THESIS, CONSTRUCTING BOOLEAN SEARCH STRATEGIES, AND EVALUATING THE CREDIBILITY OF A SOURCE. THE PRIMARY PEDAGOGICAL FRAMEWORK FOR THIS BOOK IS A CONCEPT-BASED APPROACH THAT TEACHES STUDENTS THE INFORMATION SEEKING STRATEGIES AND CRITICAL THINKING ABILITIES NEEDED TO DO EFFECTIVE RESEARCH. CRUCIAL TO THIS APPROACH IS THE EMPHASIS ON THINKING SKILLS, WHICH INCLUDE THE BASIC SKILLS (OBSERVING, COMPARING, CONTRASTING, AND CLASSIFYING) AND THE MORE COMPLEX SKILLS (ANALYSIS, LOGICAL REASO