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What specialized information skill is particularly important for students in the discipline of history?
Which framework concept emphasizes the development of multimedia assignments in collaboration with IT and librarians?
What is a key benefit of helping students view themselves as information producers?
How can students assess their own strengths and weaknesses in relation to information literacy?
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What would be an appropriate strategy for integrating information literacy into courses and academic programs?
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Which citation format includes the phrase 'Retrieved from' in its guidelines?
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What is the main focus of the Framework for Information Literacy as cited?
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Which of the following citation formats requires the inclusion of the month and day of access?
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What information is specifically required for online citations in Chicago Manual of Style?
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Which organization is associated with the publication of the Framework for Information Literacy for Higher Education?
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What is a key attribute of learners developing their information literate abilities concerning scholarly work?
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Why is it important for learners to recognize various venues for scholarly conversations?
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Which practice demonstrates a critical evaluation of contributions in participatory environments?
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How should learners approach participation in scholarly conversations?
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What is a misconception about the nature of scholarly work that learners should avoid?
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What might hinder a learner's ability to participate in scholarly conversations?
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Which of the following best describes the process of searching for information in scholarly research?
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What might learners fail to recognize if they view scholarly work as solely conclusive?
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What is the primary focus of the expanded definition of information literacy?
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How does the Framework suggest that information literacy can enhance student learning?
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What role do threshold concepts play in information literacy according to the content?
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Which of the following is NOT a component of information literacy as described in the Framework?
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What potential action does the Framework advocate for librarians and faculty?
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Which of the following aspects is emphasized as important in the community learning aspect of information literacy?
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What is meant by the term 'dynamism' in the context of the expanded definition of information literacy?
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Which approach to information literacy is likely to result from the collaboration encouraged by the Framework?
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Which publication focuses on transforming information literacy to empower learners?
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Which authors propose a model for helping students learn disciplinary ways of thinking?
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What is the primary subject of the publication 'Threshold Concepts and Transformational Learning'?
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What is a main focus of 'A Roadmap for Assessing Student Learning Using the New Framework for Information Literacy for Higher Education'?
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Which concept is primarily addressed in 'Learning Portals: Analyzing Threshold Concept Theory for LIS Education'?
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In which year was 'Rethinking the 2000 ACRL Standards: Some Things to Consider' published?
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Who are the authors that discuss the significance of 'Shaping Meaningful Learning through Teaching Information Literacy'?
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Which document outlines strategies for integrating information literacy more effectively within academic frameworks?
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Study Notes
Information Literacy
- Information literacy is a dynamic, flexible skill that encourages individual growth and community learning
- Information literacy involves the reflective discovery of information, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in learning communities
- The Framework aims to create pathways for librarians, faculty, and other institutional partners to redesign instruction and create wider conversations about student learning
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Knowledge Practices: Learners who are developing their information literate abilities:
- Cite the work of others
- Contribute to scholarly conversation at appropriate levels
- Identify barriers to scholarly conversations
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Dispositions: Learners who are developing their information literate abilities:
- Recognize they are often entering into an ongoing scholarly conversation
- Seek out conversations taking place in their research area
- View themselves as contributors to scholarship
- Recognize that scholarly conversations take place in various venues
- Suspend judgment on the value of scholarship until the context is better understood
- Understand the responsibility of entering a participatory conversation
- Value user-generated content and evaluate contributions made by others
- Recognize that systems privilege authorities
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Searching as Strategic Exploration: Learners who are developing their information literate abilities:
- Use specialized information skills in their discipline, such as using primary sources or accessing and managing large datasets
- Incorporate flipped classroom practices in their courses
- Do information and research assignments outside of class
- Develop multimedia assignments
- View themselves as information producers
- Consider the knowledge practices and dispositions in each information literacy frame for possible integration into their own courses and academic programs
- Design learning experiences and assignments that encourage students to assess their own attitudes, strengths/weaknesses, and knowledge gaps related to information
Administrators
- Administrators can support the framework by discussing it with their institutions' librarians and focusing on mechanisms to implement the framework.
References
- The Framework document provides a list of key articles and resources to further explore information literacy
- The authors suggest using APA, Chicago Manual of Style, and MLA formatting standards for citing the framework document.
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Description
Test your understanding of information literacy, a crucial skill for individual growth and community learning. This quiz covers key practices and dispositions that contribute to scholarly conversations and ethical participation in learning communities.
