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The effect of information literacy c...

Zachery, Imogene.

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The effect of information literacy competency on student learning and success in three California community colleges.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of information literacy competency on student learning and success in three California community colleges./
Author:	Zachery, Imogene.
Description:	168 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3515.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421710
ISBN:	9781124217208

The effect of information literacy competency on student learning and success in three California community colleges.
Zachery, Imogene.

The effect of information literacy competency on student learning and success in three California community colleges. - 168 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3515.

Thesis (D.A.)--George Mason University, 2010.

Higher education administrators, faculty, and librarians recognize that successful students must develop lifelong learning skills to succeed in their academic pursuits. In today's Information Age society, it is necessary for students to function well because of the explosion of information technologies. They must be information literate and know how to navigate, find, retrieve, analyze, and use information to be successful in an academic environment as well as the workplace. Successfully integrating information literacy instruction into the college environment is a crucial concern for improving student success and learning in higher education. Community colleges, in particular, are concerned about students being assigned to developmental courses, and the large number of freshman who drop out after their first year.

ISBN: 9781124217208Subjects--Topical Terms:

1018008
Education, Community College.

The effect of information literacy competency on student learning and success in three California community colleges.
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100 1 $a Zachery, Imogene. $3 1675761
245 1 4 $a The effect of information literacy competency on student learning and success in three California community colleges.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3515.
500 $a Adviser: Victoria Salmon.
502 $a Thesis (D.A.)--George Mason University, 2010.
520 $a Higher education administrators, faculty, and librarians recognize that successful students must develop lifelong learning skills to succeed in their academic pursuits. In today's Information Age society, it is necessary for students to function well because of the explosion of information technologies. They must be information literate and know how to navigate, find, retrieve, analyze, and use information to be successful in an academic environment as well as the workplace. Successfully integrating information literacy instruction into the college environment is a crucial concern for improving student success and learning in higher education. Community colleges, in particular, are concerned about students being assigned to developmental courses, and the large number of freshman who drop out after their first year.
520 $a During the 1990s, the California Community College Board of Governors published several reports that recommended the importance of teaching information literacy skills as a component for successful student learning and workplace performance. As a result of these reports, some of the California community colleges have integrated information literacy within their curricula through various models. Six innovative community colleges in California developed and implemented an information literacy requirement within their curricula.
520 $a This qualitative study provided a lens into three of these six pioneering California community colleges that integrated information literacy instruction to support student learning and success. Stand-alone and linked library courses were the primary models used. The primary research was conducted through telephone interviews with instruction librarians and faculty. Secondary data sources included course descriptions, student learning outcomes, syllabi, program planning and reviews, and self-study.
520 $a Findings revealed that evidence of student learning and success from the library courses consists mostly of anecdotal information influenced by research papers, student surveys, pre-/post-tests, and grade point averages. Additional findings include the need to develop quantifiable assessment instruments as a mechanism to help determine student learning and success.
590 $a School code: 0883.
650 4 $a Education, Community College. $3 1018008
650 4 $a Library Science. $3 881164
650 4 $a Information Science. $3 1017528
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710 2 $a George Mason University. $3 1019450
773 0 $t Dissertation Abstracts International $g 71-10A.
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792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421710