期刊名称：International Journal of Librarianship (IJoL)
电子版ISSN：2474-3542
出版年度：2017
卷号：2
期号：2
页码：84-91
DOI：10.23974/ijol.2017.vol2.2.36
出版社：Chinese American Librarians Association
摘要：This article describes how the Skillman Library at Lafayette College uses internal grants to successfully integrate information literacy into upper-level courses. There is a general consensus among faculty grant recipients that integrating information literacy in their courses not only improves students’ skills as consumers of information but also helps students understand how scholars have answered questions in their particular field, and how the students themselves can contribute to the creation of knowledge. Due to their positive grant course experience, faculty members continue to build information literacy in their courses and are advocates for information literacy. The grant program created a culture of information literacy at Lafayette College and led to further pedagogical and curricular changes. It has also allowed librarians to venture into new territories such as studio art and expanded our involvement from guest lecturers to co-designing and coteaching courses.
其他摘要：This article describes how the Skillman Library at Lafayette College uses internal grants to successfully integrate information literacy into upper-level courses. There is a general consensus among faculty grant recipients that integrating information literacy in their courses not only improves students’ skills as consumers of information but also helps students understand how scholars have answered questions in their particular field, and how the students themselves can contribute to the creation of knowledge. Due to their positive grant course experience, faculty members continue to build information literacy in their courses and are advocates for information literacy. The grant program created a culture of information literacy at Lafayette College and led to further pedagogical and curricular changes. It has also allowed librarians to venture into new territories such as studio art and expanded our involvement from guest lecturers to co-designing and co-teaching courses.
