期刊名称：Journal of College Orientation, Transition, and Retention
印刷版ISSN：1534-2263
电子版ISSN：2690-4535
出版年度：2015
卷号：23
期号：1
DOI：10.24926/jcotr.v23i1.2896
语种：English
出版社：University of Minnesota Libraries Publishing
摘要：Drawing from a national sample of 465 institutions, this descriptive study explores the instructional and pedagogical characteristics of course-based information literacy (IL) education in the first year of college. These national data indicate that information literacy instruction is an institutional priority for first-year students but that delivery methods, pedagogy, and evaluation of student learning outcomes rely upon more traditional approaches such as IL instruction in English courses and first-year seminars; librarians as the primary content developers and instructors; classroom activities, lectures, research papers, and presentations as common instructional tools; and an underutilization of information technologies. While analyses of institutional practices suggest emerging areas of information literacy instruction, these strategies have yet to gain prominence on campuses across the country.
