Information Literacy in the Sciences: Faculty Perception of Undergraduate Student Skill

Autor/in	Perry, Heather Brodie
Titel	Information Literacy in the Sciences: Faculty Perception of Undergraduate Student Skill
Quelle	In: College & Research Libraries, 78 (2017) 7, S.984-977 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
Schlagwörter	Information Literacy; Teacher Expectations of Students; Science Education; Undergraduate Students; Skill Analysis; Teacher Attitudes; Semi Structured Interviews; Research Skills; Information Needs; User Needs (Information); Knowledge Level; Information Skills; Delivery Systems; Integrity; Conflict of Interest; Financial Support; Access to Information; Teaching Methods; College Faculty; Massachusetts + Suchen Sie Ihr Suchwort? Informationskompetenz; Naturwissenschaftliche Bildung; Lehrerverhalten; Forschungsleistung; Information need; Informationsbedürfnis; Benutzerbedürfnis; Wissensbasis; Orientierungswissen; Auslieferung; Integrität; Interessenkonflikt; Finanzielle Förderung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Master-Studiengang
Abstract	Academic librarians need reliable information on the needs of faculty teaching undergraduates about seeking and using information. This study describes information gathered from semistructured interviews of teaching faculty in the sciences from several Boston-area colleges. The interview results provided insight into science faculty attitudes toward student research skill and ability. Faculty articulated what they wanted from students seeking research articles, including finding where the gaps were. They described their concerns about threats to research integrity including conflicts of interest and Open Access publishing. Study results will prove useful for librarians trying to better serve the needs of their science faculty. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01