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zuphilip/citavi-project.xml

Created November 25, 2016 19:24
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Dies ist der Inhalt eines Citavi Projektes als Sicherungskopie (ctv5bak) abgelegt, entpackt und zu einer XML-Datei unbenannt.
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citavi-project.xml
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<?xml version="1.0" encoding="utf-8"?>
<CitaviExchangeData Version="5.4.0.2" FilePath="C:\Users\zumstein\Desktop\citavi-projekt\citavi-projekt.ctv5" Changeset="170">
<ProjectSettings>
<AutoSave>true</AutoSave>
<AttachmentsFolderPath></AttachmentsFolderPath>
<CacheId>7e60b160-8057-41b1-a8b2-5de485d35353</CacheId>
<ColorScheme>Yellow</ColorScheme>
<CustomFields>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CoverPath</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField1</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField2</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField3</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField4</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField5</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField6</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField7</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField8</PropertyName>
</CustomFieldSettings>
<CustomFieldSettings>
<CompareType>Text</CompareType>
<DefaultValue />
<DropDownStyle>None</DropDownStyle>
<PropertyName>CustomField9</PropertyName>
</CustomFieldSettings>
</CustomFields>
<Description><![CDATA[This project is a sample and was created to illustrate some features of Citavi.
2015-03-26]]></Description>
<LastChangeTime>02.03.2016 09:39:39</LastChangeTime>
<OptimizeForSlowDatabaseAccess>Auto</OptimizeForSlowDatabaseAccess>
</ProjectSettings>
<ProjectUserSettings>
<ActiveCategoryId>7a085a40-2e4b-4542-8b4f-0856046c4354</ActiveCategoryId>
<LastReferenceId>0781d673-88c9-4c66-8eda-e3a6877cde78</LastReferenceId>
<ExpandedCategoryNodes><![CDATA[f3908a35-7af0-462f-a4c9-f5f6c4bb2eac|049de24f-992e-408f-8ed0-4bc058602b8f|cd3ac2ac-88f6-4055-ae74-b5ff11d08c2d]]></ExpandedCategoryNodes>
<ShowCategoryClassification>true</ShowCategoryClassification>
<SearchMruQueries><![CDATA[tüchtige]]></SearchMruQueries>
<SortOrder>
<SortProperty>
<ReferencePropertyId>AuthorsOrEditorsOrOrganizations</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>YearResolved</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>Title</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>Volume</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>Number</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
</SortOrder>
<SortOrderImport>
<SortProperty>
<ReferencePropertyId>AuthorsOrEditorsOrOrganizations</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>YearResolved</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>Title</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>Volume</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
<SortProperty>
<ReferencePropertyId>Number</ReferencePropertyId>
<SortDirection>Ascending</SortDirection>
</SortProperty>
</SortOrderImport>
</ProjectUserSettings>
<Categories>
<Category id="cd3ac2ac-88f6-4055-ae74-b5ff11d08c2d">
<Name>Training methods</Name>
</Category>
<Category id="f3908a35-7af0-462f-a4c9-f5f6c4bb2eac">
<Name>Definitions</Name>
</Category>
<Category id="049de24f-992e-408f-8ed0-4bc058602b8f">
<Name>Information literacy specifics</Name>
</Category>
<Category id="89f4a959-1aea-4357-9ecb-c27efca35c16">
<Name>Findings about information literacy</Name>
</Category>
<Category id="bf16ab31-c042-4d9d-9ba7-0a9b3ce2a15c">
<Name>Finding information providers</Name>
</Category>
<Category id="48dbb991-fbb0-4554-91b9-f95f2c04de94">
<Name>Recognizing information needs</Name>
</Category>
<Category id="032f629c-ad3c-4b45-8ebc-c3a2ba6ffc35">
<Name>Evaluating search results</Name>
</Category>
<Category id="7e254f3e-0178-4e47-8302-fdf8d46875a5">
<Name>Information literacy</Name>
</Category>
<Category id="58be20c2-1d50-44f1-9825-64fd6976384b">
<Name>Formulating information needs</Name>
</Category>
<Category id="eaebe6f2-341b-4d77-b7e5-17cd2d22c53f">
<Name>Presenting the problem resolution</Name>
</Category>
<Category id="5e666d7e-8696-4902-a85c-472edb67830d">
<Name>On-site training</Name>
</Category>
<Category id="ea8cfe7b-78db-4aa8-900a-116d339f2433">
<Name>E-Learning</Name>
</Category>
<Category id="e5bdda7b-2f33-4e4d-a23a-65e02e8f4a05">
<Name>Applying results to problem resolution</Name>
</Category>
<Category id="ed777873-0854-4495-96f2-c31392b99d43">
<Name>Saving and organizing search results</Name>
</Category>
<Category id="02f00b04-a5ab-4192-970c-3ee2fccf68eb">
<Name>Using retrieval tools</Name>
</Category>
<Category id="245d3ae2-013d-4ca4-9a48-f34641829e84">
<Name>Media literacy</Name>
</Category>
<Category id="eb7866df-68b2-44fe-8d70-c4c0b055f419">
<Name>Computer literacy</Name>
</Category>
<Category id="7a085a40-2e4b-4542-8b4f-0856046c4354">
<CreatedBy>pm</CreatedBy>
<CreatedOn>2015-03-26T14:05:28</CreatedOn>
<ModifiedBy>pm</ModifiedBy>
<ModifiedOn>2015-03-26T14:05:28</ModifiedOn>
<Name>Scientific theoretical basics</Name>
</Category>
</Categories>
<CategoryCatgories>
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<ImportGroupType>3</ImportGroupType>
<Source>EndNote Tagged Import Format</Source>
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<Keywords>
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<Name>ACRL</Name>
<Notes>Acronym: Association of College and Research Libraries (approved IL standard)</Notes>
<Protected>true</Protected>
<SortFullName>acrl</SortFullName>
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<Name>Adult</Name>
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<SortFullName>adult</SortFullName>
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<Name>American Library Association</Name>
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<Name>Attitude of Health Personnel</Name>
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<Name>CAUL</Name>
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<Name>computer-aided learning</Name>
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<Name>Cooperative Behavior</Name>
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<Name>curriculum mapping</Name>
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<Name>Data Collection</Name>
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<Name>Demography</Name>
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<SortFullName>demography</SortFullName>
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<Name>digital information resources</Name>
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<SortFullName>digital information resources</SortFullName>
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<Name>Educational Measurement</Name>
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<Name>E-Learning</Name>
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<SortFullName>e-learning</SortFullName>
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<Name>electronic information services</Name>
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<Name>independent learning</Name>
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<TableOfContents>"There's nothing on my topic!" : using the theories of Oscar Wilde and Henry Giroux to develop critical pedagogy for library instruction&#xD;
Elisabeth Pankl and Jason Coleman -- Information literacy and social power&#xD;
Jonathan Cope -- Breaking the ontological mold : bringing postmodernism and critical pedagogy into archival educational programming&#xD;
Lisa Hooper -- Grand narratives and the information cycle in the library instruction classroom&#xD;
Sara Franks -- Problem-based learning as teaching strategy&#xD;
Elizabeth Peterson -- Re-visioning the library seminar through a lens of critical pedagogy&#xD;
Caroline Sinkinson &amp; Mary Caton Lingold -- Negotiating virtual contact zones : revolutions in the role of the research workshop&#xD;
Margaret Rose Torrell -- Paradigm shift : utilizing critical feminist pedagogy in library instruction&#xD;
Sharon Ladenson -- Depositories of knowledge : library instruction and the development of critical consciousness&#xD;
Bryan M. Kopp and Kim Olson-Kopp -- Preparing critically conscious, information literate special educators for Alaska's schools&#xD;
Thomas Scott Duke, Jennifer Diane Ward, and Jill Burkert -- Information and service learning&#xD;
John S. Riddle -- Critical pedagogy and information literacy in community colleges&#xD;
Gretchen Keer -- Making a home : critical pedagogy in a library internship program for high school students&#xD;
Daren A. Graves, Mary McGowan, and Doris Ann Sweet -- Posing the wikipedia "problem" : information literacy and the praxis of problem-posing in library instruction&#xD;
Heidi LM Jacobs -- Out of the margins-- into the panels : toward a theory of comics as a medium of critical pedagogy in library instruction&#xD;
Damian Duffy -- Information literacy standards and the politics of knowledge production : using user-generated content to incorporate critical pedagogy&#xD;
Maura Seale -- Critical approach to Asia through library collections and instructions in North America : selection of culture and counter-hegemonic library practices&#xD;
Hiromitsu Inokuchi and Yoshiko Nozaki -- Teaching against the grain : critical assessment in the library classroom&#xD;
Maria T. Accardi -- Information is personal: critical information literacy and personal epistemology&#xD;
Troy A. Swanson -- Encountering values : the place of critical consciousness in the competency standards&#xD;
Benjamin Harris -- Disintermediation and resistance : Giroux and radical praxis in the library&#xD;
Ruth Mirtz -- The library as "stuck place" : critical pedagogy in the corporate university</TableOfContents>
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\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Jason}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Coleman}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- Information }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 literacy}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 social}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 power}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24&#xD;
\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Jonathan }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Cope}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Breaking}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 ontological}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 mold}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 bringing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 postmodernism}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 pedagogy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 into}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 archival}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 educational}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 programming}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Lisa }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Hooper}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Grand}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 narratives }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 information}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 cycle}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 instruction}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 classroom}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Sara Franks -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Problem-based}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 learning}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 as}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 teaching}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 strategy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha&#xD;
\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Elizabeth}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Peterson}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Re-visioning}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 seminar}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 through}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 lens}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 pedagogy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Caroline }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Sinkinson}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 &amp; Mary }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Caton}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Lingold}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Negotiating}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 virtual}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 contact}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 zones}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 revolutions}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 role}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 research}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 workshop}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0&#xD;
\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Margaret}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Rose }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Torrell}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Paradigm}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 shift}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 utilizing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 feminist}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 pedagogy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 instruction}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
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\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Sharon}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Ladenson}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Depositories}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 knowledge}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 instruction}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 development}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 consciousness}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext&#xD;
\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Bryan M. }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Kopp}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Kim }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Olson-Kopp}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Preparing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 critically}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 conscious}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 , }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 information}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 literate}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 special}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 educators}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 for}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Alaska's}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 schools}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum&#xD;
\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Thomas }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Scott}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Duke}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 , Jennifer }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Diane}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Ward, }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Jill}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Burkert}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- Information }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 service}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 learning}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 John S. }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Riddle}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 pedagogy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 information}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 literacy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 community}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 colleges}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain&#xD;
\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Gretchen }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Keer}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Making}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 home}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 pedagogy}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 internship}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 program}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 for}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 high}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 school}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 students}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 Daren}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 A. }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Graves}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 , Mary }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 McGowan}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Doris }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Ann}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Sweet}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 Posing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 wikipedia}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 "}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 problem}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 " : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 information}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 literacy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 praxis}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 problem-posing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 instruction}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24&#xD;
\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Heidi LM Jacobs -- Out }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}&#xD;
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\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 margins}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 into}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 panels}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 toward}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 theory}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 comics}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 as}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 medium}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 pedagogy}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 instruction}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard&#xD;
\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Damian }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Duffy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- Information }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 literacy}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 standards}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 politics}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 knowledge}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 production}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 using}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 user-generated}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 content}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 to}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 incorporate}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 pedagogy}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright&#xD;
\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Maura}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Seale}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 -- }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 Critical}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 approach}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 to}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Asia}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 through}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 collections}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 instructions}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 North}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 America}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 selection}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 culture}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 counter-hegemonic}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 library}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 practices}&#xD;
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\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Hiromitsu}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 Inokuchi}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
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<Title>Critical library instruction</Title>
<Year>2010</Year>
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<Abstract>[Author:] I argue that the social diffusion of specialist knowledge is contingent upon a combination of environmental and cognitive factors that make such ideas significant to the lay person and motivates their social transmission and retention. The same combination of factors, however, also engenders an incomplete comprehension of the ideas being spread. I propose a qualitative method to understand what makes specialist knowledge relevant and anticipate how lay peoplemay retain and spread such knowledge.&#xD;
&#xD;
Stefano Adamo is Reader in Italian History and Culture at the University of Banja Luka, Bosnia Herzegovina, and fellowat the International Center of Economic Research, Turin, Italy. His research interests include the history of ideas and the cognitive theory of culture,especially the history of economic concepts (money, market, etc.) and their social diffusion.</Abstract>
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<Title>The Social Diffusion of Specialist Knowledge</Title>
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<Abstract>Online learning is becoming an increasingly important approach to user education, information literacy and ILS staff development. ILS staff are becoming increasingly involved in the business of e-learning and teaching, from designing and developing materials and programmes through to supporting individual and group learning using virtual learning environments. This text provides an overview and guide to the rapidly developing field of virtual learning environments and provides practical guidance to the development, use and delivery of online learning and teaching materials and programmes. It includes ready-to-use aids such as checklists, questionnaires, charts and tables, and also a wide range of case studies in an ILS context, taken from current practice of the information and library world in the UK and worldwide. Key areas covered include: models of online learning and teaching; the Internet and Web - using learning resources; visual learning environments; electronic assessment; basic conferencing skills for tutors; managing online learning and teaching; moving from conventional learning and teaching to online.</Abstract>
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<CitationKey>Allan 2003</CitationKey>
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<ShortTitle>Allan 2002 – E-learning and teaching in library</ShortTitle>
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<TableOfContents>Introduction • 1&#xD;
E-learning tools and technologies • 17&#xD;
Virtual communication tools • 19&#xD;
Integrated learning environments • 50&#xD;
Web-based training materials • 74&#xD;
E-learning and teaching • 103&#xD;
Models of e-learning and teaching • 105&#xD;
E-tutoring • 130&#xD;
Successful e-learning • 158&#xD;
Design of e-learning programmes and activities • 173&#xD;
E-learning activities • 207&#xD;
E-learning and the LIS profession • 245&#xD;
Implications of e-learning and teaching • 247&#xD;
Resources • 254&#xD;
References • 261&#xD;
Index • 269</TableOfContents>
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<TextLinks>http://www.ariadne.ac.uk/issue34/paschoud/</TextLinks>
<Title>E-learning and teaching in library and information services</Title>
<Year>2002</Year>
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<Abstract>From the Inside Flap&#xD;
Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap.&#xD;
In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty. They have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning-from how effective organization enhances retrieval and use of information to what impacts motivation. These principles provide instructors with an understanding of student learning that can help them see why certain teaching approaches are or are not supporting student learning, generate or refine teaching approaches and strategies that more effectively foster student learning in specific contexts, and transfer and apply these principles to new courses.&#xD;
For anyone who wants to improve his or her students' learning, it is crucial to understand how that learning works and how to best foster it. This vital resource is grounded in learning theory and based on research evidence, while being easy to understand and apply to college teaching.</Abstract>
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\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap.}&#xD;
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\hich\f1\cf1 In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty. They have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning-from how effective organization enhances retrieval and use of information to what impacts motivation. These principles provide instructors with an understanding of student learning that can help them see why certain teaching approaches are or are not supporting student learning, generate or refine teaching approaches and strategies that more effectively foster student learning in specific contexts, and transfer and apply these principles to new courses.}&#xD;
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\hich\f1\cf1 For anyone who wants to improve his or her students' learning, it is crucial to understand how that learning works and how to best foster it. This vital resource is grounded in learning theory and based on research evidence, while being easy to understand and apply to college teaching.}&#xD;
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<CoverPath>Ambrose, Bridges Michael W et al 2010 - How learning works.jpg</CoverPath>
<DateForSorting>2010-01-01T00:00:00</DateForSorting>
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<PlaceOfPublication>San Francisco, California</PlaceOfPublication>
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<ShortTitle>Ambrose, Bridges et al. 2010 – How learning works</ShortTitle>
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<SourceOfBibliographicInformation>The British Library</SourceOfBibliographicInformation>
<Subtitle>Seven research-based principles for smart teaching</Subtitle>
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<TableOfContents>List of Figures, Tables, and Exhibits.&#xD;
Foreword (Richard E. Mayer).&#xD;
Acknowledgments.&#xD;
About the Authors.&#xD;
Introduction Bridging Learning Research and Teaching Practice.&#xD;
1 How Does Students' Prior Knowledge Affect Their Learning?&#xD;
2 How Does the Way Students Organize Knowledge Affect Their Learning?&#xD;
3 What Factors Motivate Students to Learn?&#xD;
4 How Do Students Develop Mastery?&#xD;
5 What Kinds of Practice and Feedback Enhance Learning?&#xD;
6 Why Do Student Development and Course Climate Matter for Student Learning?&#xD;
7 How Do Students Become Self-Directed Learners?&#xD;
Conclusion Applying the Seven Principles to Ourselves.&#xD;
Appendices.&#xD;
Appendix A What Is Student Self-Assessment and How Can We Use It?&#xD;
Appendix B What Are Concept Maps and How Can We Use Them?&#xD;
Appendix C What Are Rubrics and How Can We Use Them?&#xD;
Appendix D What Are Learning Objectives and How Can We Use Them?&#xD;
Appendix E What Are Ground Rules and How Can We Use Them?&#xD;
Appendix F What Are Exam Wrappers and How Can We Use Them?&#xD;
Appendix G What Are Checklists and How Can We Use Them?&#xD;
Appendix H What Is Reader Response/Peer Review and How Can We Use It?&#xD;
References.&#xD;
Name Index.&#xD;
Subject Index.</TableOfContents>
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Matter }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 for}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Student }&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Students}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Become}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Self-Directed}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Learners}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 ?}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Principles}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 to}{&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Appendix F What Are Exam Wrappers and How Can We Use Them?}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\fi0\sa120&#xD;
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\loch\af1\dbch\af1\hich\f1\cf1 Name Index.}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\fi0\sa120\widctlpar\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f1{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
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{\lsdlockedexcept}}}</TableOfContentsFormatted>
<Title>How learning works</Title>
<TitleSupplement>Foreword by Richard E. Mayer</TitleSupplement>
<Year>2010</Year>
</Reference>
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<Abstract>These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004).</Abstract>
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<Date>05.11.2008</Date>
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<TableOfContents>Information Literacy Defined &#xD;
Information Literacy and Information Technology &#xD;
Information Literacy and Higher Education &#xD;
Information Literacy and Pedagogy &#xD;
Use of the Standards &#xD;
Information Literacy and Assessment &#xD;
Standards, Performance Indicators, and Outcomes</TableOfContents>
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<Abstract>Taking an international approach, this book explores two main models of information literacy (IL) : the SCONUL (Society of College, National and University Libraries) Seven Pillars of Information Skills and the IL competencies identified by the ALA (American Library Association). Practical examples for the development of IL skills identified by these models are illustrated using printed and web-based resources. The process of integrating IL provision within a programme of study is outlined to illustrate two strategies underpinning this integration at generic-skills level, the "plug &amp; play" approach, and at subject-specific level, the "research skills approach". A range of diagnostic and assessment methods, to monitor the iterative process of IL skills development, are also presented within these frameworks.</Abstract>
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<TableOfContents>Introduction.&#xD;
From library instruction to information literacy.&#xD;
Comparison of the information literacy frameworks.&#xD;
Information literacy.&#xD;
Case study one: information literacy for social sciences.&#xD;
Case study two: Applied Information Research.&#xD;
Conclusion.</TableOfContents>
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<Abstract>The concepts of `information literacy' and `digital literacy' are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper-literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of `literacy', which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead to general concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies.</Abstract>
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<Abstract>The idea of information literacy, broadly defined as the ability to recognise information needs and identify, evaluate and use information effectively, has been of growing concern in the education sectors for a number of years; whilst in the workplace, employers and managers have perhaps attended more to the need for computer and information technology skill. New descriptions of information literacy, that may be of value to the business sector, are now beginning to appear as a result of qualitative research into how professional employees experience the effective use of information. This paper summarises the outcomes of an investigation into the experience of information literacy amongst various types of professionals; and explores the possible differences and interrelations between individual and organisational information literacy suggested by these outcomes. Seven different ways of experiencing information literacy were identified. These experiences are closely related to important workplace processes such as environmental scanning, information management, corporate memory, and research and development; confirming that information literacy should be considered a significant part of the character of learning organisations as well as being a key characteristic of the organisation's employees. Implications of individual and organisational information literacy for beginning and continuing professional education are explored.</Abstract>
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<Abstract>From high schools and colleges to technical and graduate schools, research involves making sense of information: learning the basics of planning, winnowing, and evaluating the quality of sources. As information proliferates, it's tempting to use the handiest tool rather than working to identify the best one. But there's a better way! Updated for today's ever-expanding world of electronic information, Teaching Information Literacy: 50 Standards-Based Exercises for College Students, Second Edition is the best single resource for fundamental information literacy instruction. Covering the basics of planning, collecting, and evaluating, the 50 standards-based exercises in this book&#xD;
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<TableOfContents>1 Information Explosion&#xD;
2 What Is Information?&#xD;
3 Getting Ready for Research&#xD;
4 The Chain of Information&#xD;
5 Issues of the Information Age&#xD;
6 Books and Catalogues&#xD;
7 Periodicals and Databases&#xD;
8 The Web and Scholarly Research&#xD;
9 Other Tools for Research&#xD;
10 The Paper Trail Project&#xD;
11 Assessment</TableOfContents>
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<Title>Teaching information literacy</Title>
<Year>2010</Year>
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<Title>Nurse scientists' information literacy is supported by librarians</Title>
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<Abstract>Case-based, problem-based learning (CBPBL) is a student-centered approach that uses tightly focused minicases to help students demonstrate their ability to identify their information needs. It has been used successfully in science and medical learning, and lends itself easily to helping students develop the critical thinking skills that lead to information literacy. In this approach, after students are provided with a minicase, they control the chalkboard and direct their own learning by initiating the topics and setting the agenda that will lead to solving the case. The instructor's task is to serve as a facilitator, asking questions only when it serves to help clarify students' thinking, and guiding group processes when necessary.</Abstract>
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<TableOfContents>1. Introduction&#xD;
2. The role of the instructor&#xD;
3. Uses of CBPBL&#xD;
4. Setting&#xD;
5. Librarian as facilitator of a CBPBL session&#xD;
6. The librarian as a CBPBL liaison&#xD;
7. Examples of minicases for library instruction&#xD;
7.1. Case 1: the petition, or can we believe everything we read?&#xD;
7.2. Case 2: the case of the mysterious skin tone, or why is my kid turning orange?&#xD;
8. A case for large groups&#xD;
9. Writing problems for cases&#xD;
10. Advantages and disadvantages&#xD;
References</TableOfContents>
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<Title>Case-based, problem-based learning</Title>
<Volume>18</Volume>
<Year>2001</Year>
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<Abstract>OBJECTIVE&#xD;
To portray an information literacy programme demonstrating a high level of integration in health sciences curricula and a teaching orientation aiming towards the development of lifelong learning skills. The setting is a French-speaking North American university.&#xD;
METHODS&#xD;
The offering includes standard workshops such as MEDLINE searching and specialised sessions such as pharmaceutical patents searching. A contribution to an international teaching collaboration in Haiti where workshops had to be thoroughly adapted to the clientele is also presented. Online guides addressing information literacy topics complement the programme.&#xD;
RESULTS AND EVALUATION&#xD;
A small team of librarians and technicians taught 276 hours of library instruction (LI) during the 2011-2012 academic year. Methods used for evaluating information skills include scoring features of literature searches and user satisfaction surveys.&#xD;
DISCUSSION&#xD;
Privileged contacts between librarians and faculty resulting from embedded LI as well as from active participation in library committees result in a growing reputation of library services across academic departments and bring forth collaboration opportunities. Sustainability and evolution of the LI programme is warranted by frequent communication with partners in the clinical field, active involvement in academic networks and health library associations, and reflective professional strategies.</Abstract>
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<Title>Integrating information literacy in health sciences curricula: a case study from Québec</Title>
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<Year>2013</Year>
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<Abstract>This paper aims to provide an overview of some of the most recent developments in concepts and practices associated with information literacy worldwide, revealing the paradox that, while information literacy is a key discipline of the information society and knowledge economy and is well-understood in its broader sense, it has made little progress educationally, save for a few exceptions in countries such as Australia, the USA, Canada and the UK. Deriving from the authors' background as university professors, the paper concentrates on approaches to promote information literacy in higher education. The paper concludes by pointing to the need to expand the debate on information literacy and how to raise ethical and moral concerns in the use of the Internet and the new technologies. It also explores the potential role that the European Commission eSafe (2003-2004) programme can play to encourage research and practice on information literacy in its widest sense, as an intrinsic competency in the fight against the effects of disseminating illegal and harmful content through online and other new technologies.</Abstract>
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<Abstract>This is the definitive work on information literacy. Dr. Michael Eisenberg, known worldwide as one of the originators of the innovative Big6 Information Problem Solving Process, and frequent presenters on the subject Carrie A. Lowe and Kathleen L. Spitzer have extensively revised and updated this long-awaited second edition. Tracing the history of information literacy, the authors discuss its economic importance; examine past, present, and current research in the field; and explain how information literacy relates to the national standards transforming K-12 education and higher education today.</Abstract>
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<TableOfContents>Defining Information Literacy • 3&#xD;
The Evolution of a Concept • 13&#xD;
Information Literacy Research • 39&#xD;
An Economic Perspective • 57&#xD;
K-12 Education: Information Literacy in the Context of National and State Standards • 65&#xD;
K-12 Education: Restructuring and Information Literacy • 95&#xD;
K-12 Education: Information Literacy Efforts • 109&#xD;
Information Literacy in Higher Education • 129&#xD;
Technology and Information Literacy • 153&#xD;
Information Literacy: The Future and the Past • 171&#xD;
Information Literacy Standards for Student Learning • 179&#xD;
SCANS: A Three-Part Foundation • 183&#xD;
SCANS Definitions: The Five Competencies • 185&#xD;
A Chronology of the Development of Information Literacy • 187&#xD;
Correlation of Information Literacy Skills with Selected National Subject Matter Standards • 209&#xD;
Dalbotten's Correlation of Inquiry Skills to National Content Standards • 221&#xD;
An Explanation of Rubrics and Their Application in Standards Education • 233&#xD;
Being Fluent with Information Technology • 249&#xD;
Information Literacy Competency Standards for Higher Education • 279&#xD;
References • 289&#xD;
Annotated ERIC Bibliography • 307&#xD;
Index • 395</TableOfContents>
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<Abstract>From the Back Cover&#xD;
Prepared under the auspices of the Professional and Organizational Development (POD) Network in Higher Education, this book is a fundamental resource for faculty developers, as well as for faculty and administrators interested in promoting and sustaining faculty development within their institution. Based on POD's classic volume, A Handbook for New Practitioners, this new book offers up-to-date and relevant information on a range of faculty development topics, including:&#xD;
Setting up a faculty development program, including discussions of options, program types, and ten principles of good practice in creating and sustaining centers&#xD;
Assessing teaching practices: the evaluation process, individual consultation, classroom observation, and small group instructional diagnosis&#xD;
Offering a range of programs and services with focuses on promoting your program, staging successful workshops, producing newsletters, using technology, and creating a positive classroom climate&#xD;
Reaching specific audiences such as department chairs and poor teachers&#xD;
Using problem-based learning&#xD;
Addressing diversity issues, including multicultural faculty development activities and diversity in the classroom&#xD;
Establishing a successful faculty development committee</Abstract>
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\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af1\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Setting }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 up}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 faculty}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 development}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 program}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 including}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 discussions}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 options}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 program}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 types}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 ten}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 principles}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 good}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 practice}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 creating}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 sustaining}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 centers}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-567\sa120\widctlpar\ltrpar\li567\lin567\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af1\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 Assessing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 teaching}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 practices}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 : }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 evaluation}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 process}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 individual}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 consultation}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 classroom}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 observation}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 small}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 group}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 instructional}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 diagnosis}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-567\sa120\widctlpar\ltrpar\li567\lin567\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af1\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 Offering}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 range}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 programs}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 services}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 with}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 focuses}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 on}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 promoting}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 your}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 program}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 staging}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 successful}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 workshops}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 producing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 newsletters}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 using}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 technology}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 creating}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 a positive }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 classroom}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 climate}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-567\sa120\widctlpar\ltrpar\li567\lin567\ri0\rin0&#xD;
\ql\faauto\rtlch\afs20\ltrch\fs18{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af1\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 Reaching}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 specific}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 audiences}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 such }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af1\dbch\af1\hich\f1\cf1 as}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 department}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1&#xD;
\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 chairs}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1&#xD;
\hich\f1\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 poor}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 teachers}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\fi0\sa120\widctlpar\ltrpar\li0\lin0\ri0\rin0\ql\faauto&#xD;
\rtlch\afs20\ltrch\fs18{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Using problem-based learning}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\fi0\sa120\widctlpar&#xD;
\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Addressing diversity issues, including multicultural faculty development activities and diversity in the classroom}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}\pard\plain\itap0\s0\fi0\sa120\widctlpar\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cf1 Establishing a successful faculty development committee}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af1\dbch\af1\hich\f1\cs10\cf1\par}{\*\latentstyles\lsdstimax267\lsdlockeddef0\lsdsemihiddendef1\lsdunhideuseddef1\lsdqformatdef0\lsdprioritydef99&#xD;
{\lsdlockedexcept}}}</AbstractFormatted>
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<Abstract>Lifelong Learning in Public Libraries demonstrates that public librarians can promote learning by combining the elements of Information Literacy Instruction (ILI) with traditional practices of public libraries. This approach contributes to the information enfranchisement of patrons and enhances the fulfillment of the traditional goals and purposes of libraries. Donna L. Gilton provides background on ILI and current developments in public library instruction and also examines educational theories and practices derived from the fields of behaviorism, cognitive psychology, constructivism, and educational humanism. Additional chapters delve into practices developed to deal with diverse groups and translate the theories and practices that have been outlined into a well-coordinated plan. The final chapters survey the role of libraries as cultural institutions. This book introduces the field of ILI to public librarians in the context of their own traditions and shows the unique ways that ILI can be implemented in public library settings. It encourages librarians to rethink practices to incorporate the principles of ILI and will enable public librarians to extend and enrich their instruction on information use. Lifelong Learning in Public Libraries is a valuable resource for librarians, educators, and leaders of public organizations. (Verlag).</Abstract>
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<Abstract>Today's workplace demands skills for a knowledgeable, productive use of information. Success, both personal and organizational, comes from finding what is essential and optimizing its effectiveness. Goad teaches readers how to swim in a potentially overwhelming sea of data. This easy-to-read, lucid guide attends to basic skills, thinking and decision-making, creativity enhancement, innovation and risk taking, computer literacy, subject matter literacy, learning how to learn, and securement of on-the-job help.</Abstract>
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<TableOfContents>Information and Knowledge: Foundations for 21st Century Work&#xD;
Information Literacy: The One Skill&#xD;
Communicating in the Digital Age: Mixing the Old with the New&#xD;
Thinking and Decision Making Skills: Putting Information Power to Use&#xD;
Creativity, Innovation, and Risk Taking: Taking the Extra Step to Action&#xD;
Computer Literacy: Information Literacy's Shadow&#xD;
Subject Matter Literacy: Knowing the Territory&#xD;
Learning How to Learn: A Foundation for Information Power&#xD;
On-the-Job Help: A Click Away&#xD;
Humans Don't Live on Digits Alone: Placing Information Power in Context&#xD;
The Future: Maintaining Information Power&#xD;
References&#xD;
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<Abstract>Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy.</Abstract>
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IL: the library and beyond&#xD;
Teaching IL: goals and objectives&#xD;
The focus of teaching: content or process?&#xD;
What is constantly changing?&#xD;
The risk of isolating process from content&#xD;
Librarians and classroom faculty&#xD;
The role of librarians: generic information skills&#xD;
Searching skills&#xD;
Generic critical thinking skills&#xD;
timeliness&#xD;
authority&#xD;
bias&#xD;
verifiability&#xD;
logical consistency&#xD;
The role of classroom faculty: discipline-specific skills&#xD;
evaluating the content of arguments&#xD;
assessing the validity of evidence&#xD;
proposing original solutions&#xD;
Conclusion&#xD;
References</TableOfContents>
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<Title>A discipline-based approach to information literacy</Title>
<Volume>28</Volume>
<Year>2002</Year>
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<Abstract>For techno-stressed librarians, the authors address the pressing questions of what to do, how to do it, when to do it, and how to measure success. They overview core issues in information literacy instruction (ILI), then discuss learning theory, library anxiety, critical thinking and active learning; planning and delivering ILI; and the future of ILI. Chapters contain self-tests, sample scenarios and forms, and further reading. The CD-ROM offers supporting instructional materials (e.g., Web pages, and a teaching with technology checklist). Grassian and Kaplowitz alternate teaching a "User Education/Bibliographic Instruction" course at UCLA. Annotation c. Book News, Inc., Portland, OR</Abstract>
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<Abstract>Three leaders in intellectual capital management, Dr. Kuan-Tsae Huang, Professor Yang W. Lee, and Professor Richard Y. Wang, show how information can be assessed, evaluated, managed, and promulgated to make your business more responsive, efficient, and effective. They illustrate their ideas with real-world examples of companies that have faced million-dollar losses due to poor data management, as well as industry leaders who have prospered through Total Data Quality Management.</Abstract>
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<TableOfContents>Why Quality Information and Knowledge? • 1&#xD;
Manage Information as a Product • 9&#xD;
Define Information Quality • 33&#xD;
Measure, Analyze, and Improve IQ • 59&#xD;
Create Organizational Knowledge • 91&#xD;
Manage Knowledge as Assets • 111&#xD;
Create Customized Solutions • 133&#xD;
Network Knowledge Infrastructure • 157&#xD;
Prosper in the Digital Economy • 175&#xD;
Information Quality Bibliography • 187&#xD;
Knowledge Management Bibliography • 195&#xD;
Glossary • 203&#xD;
Index • 207</TableOfContents>
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<Title>Quality Information and Knowledge</Title>
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<Abstract>This paper reports on the findings from a longitudinal case study exploring Kuhlthau’s information search process (ISP)-model in a group based academic setting. The research focus is on group members’ activities and cognitive and emotional experiences during the task process of writing an assignment. It is investigated if group members’ information behavior differ from the individual information seeker in the ISP-model and to what extent this behavior is influenced by contextual (work task) and social (group work) factors. Three groups of LIS students were followed during a 14 weeks period in 2004/2005 (10 participants). Quantitative and qualitative methods were employed, such as demographic surveys, process surveys, diaries and interviews. Similarities in behavior were found between group members and the individual in Kuhlthau’s ISP-model with regard to the general stages of information seeking, the cognitive pattern associated with focus formulation and the tendency towards an increase in writing activities while searching activities decreased. Differences in behavior were also found, which were associated with contextual and social factors beyond the mere search process. It is concluded that the ISP-model does not fully comply with group members’ problem solving process and the involved information seeking behavior. Further, complex academic problem solving seems to be even more complex when it is performed in a group based setting. The study contributes with a new conceptual understanding of students’ behavior in small groups.</Abstract>
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<TableOfContents>1. Introduction&#xD;
&#xD;
2. Background&#xD;
2.1. Kuhlthau’s information search process (ISP)-model&#xD;
2.2. Previous CIB studies&#xD;
&#xD;
3. Two factors of influence&#xD;
3.1. The work task dimension&#xD;
3.2. The group work-dimension&#xD;
&#xD;
4. Research design&#xD;
4.1. Research questions&#xD;
4.2. Participants&#xD;
4.3. Work task&#xD;
4.4. Data collection&#xD;
4.5. Data analysis&#xD;
&#xD;
5. Results&#xD;
5.1. Work task dimension&#xD;
5.1.1. Activities&#xD;
5.1.2. Cognitive experiences&#xD;
5.1.3. Affective experiences&#xD;
5.2. Information seeking&#xD;
5.2.1. Activities&#xD;
5.2.2. Cognitive experiences&#xD;
5.2.3. Affective experiences&#xD;
5.3. Group work-dimension&#xD;
5.3.1. Activities&#xD;
5.3.2. Cognitive experiences&#xD;
5.3.3. Affective experiences&#xD;
&#xD;
6. Discussion&#xD;
6.1. Similarities between group member behavior and the ISP-model&#xD;
6.2. Similarities between intra-group members&#xD;
6.3. Influence on behavior from the work task dimension&#xD;
6.4. Influence on behavior from the group work-dimension&#xD;
6.5. Limitations&#xD;
&#xD;
7. Conclusion</TableOfContents>
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Introduction}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 2. Background}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 2.1. }{\rtlch\afs24\ltrch\fs18\f0\cs10 Kuhlthau\u8217 s information search process (ISP)-model}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 2.2. Previous CIB studies}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 3. Two factors of influence}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 3.1. The work task dimension}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 3.2. The group work-dimension}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 4. Research design}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 4.1. Research questions}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 4.2. Participants}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 4.3. Work task}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 4.4. Data collection}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 4.5. Data analysis}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5. Results}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.1. Work task dimension}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.1.1. Activities}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.1.2. Cognitive experiences}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.1.3. Affective experiences}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.2. Information seeking}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.2.1. Activities}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.2.2. Cognitive experiences}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.2.3. Affective experiences}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.3. Group work-dimension}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.3.1. Activities}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.3.2. Cognitive experiences}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 5.3.3. Affective experiences}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 6. Discussion}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 6.1. Similarities between group member behavior and the ISP-model}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 6.2. Similarities between intra-group members}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 6.3. Influence on behavior from the work task dimension}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 6.4. Influence on behavior from the group work-dimension}{\rtlch\afs24\ltrch\fs18\f0\cs10\par}\pard\plain\itap0\s0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\afs24\ltrch\fs18\f0\cs10 6.5. 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<Title>Beyond the search process - Exploring group members' information behavior in context</Title>
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<Abstract>Evaluates the evidence for and against the effectiveness of electronically delivered information literacy programmes in comparison with personal contact teaching. Shows that computer-aided learning approaches to user education have great strengths but also undeniable weaknesses. The way to promote higher levels of information literacy in the electronic library environment is to increase the levels of computer-led delivery, as long as this is done in such a way as to maximise the strengths of the format. This is best done in the context of an integrated virtual learning environment (VLE). Such an environment would promote information literacy synergistically as one of a suite of multiple electronic literacies that can be learnt alongside each other. Exploiting a VLE in this way would also facilitate the integration of information literacy into the broader curriculum. Computer-based user education to date could be viewed as having been constrained by a need to imitate well-established, tutor-delivered user education methods. Without an ambitious programme of integration into larger scale e-learning models, this pattern of constraint will continue.</Abstract>
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<Abstract>Purpose - To give a comparative analysis of the validity of the concepts of eLiteracy (eL) and Information Literacy (IL). Design/methodology/approach - A purely abstract, conceptual discussion. Findings - That eLiteracy and Information Literacy are different but mutually compatible concepts with validity within specific contexts. Research limitations/implications - An entirely abstract discussion of theoretical descriptions. Practical implications - By defining concepts clearly, this paper attempts to inform and clarify the framework for practical LIS research. Originality/value - In contrast to other discussions (which tend to focus either on eLiteracy, or on Information Literacy) this editorial squarely addresses criticism of the eL concept in comparison to IL. It sets out the difference with IL and recognises the strength of both ideas, as long as they are each applied within their appropriate frame of reference.</Abstract>
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<Abstract>This article reports on a national survey of information literacy (IL) instruction in urban and rural public libraries in Canada and public librarians' attitudes towards these services. The survey is the first phase of a study exploring the actual and potential role of Canadian public libraries in developing the public's IL skills. Despite an urgent need to develop such skills, and expectations that public libraries fulfill that role (specifically articulated by the federal government through its “Connecting Canadians” initiative), the real experiences of public librarians and of public library customers may not bear out this expectation. The survey analyzes the role of the public library, as a non-profit institution and primary stakeholder, in advancing federal government information policy. In addition, the study gives voice to a community of professionals expected to fulfill an important federal policy function, but provided with few resources with which to do so.</Abstract>
<AbstractFormatted>{\rtf1\ansi\ansicpg1252\uc0\stshfdbch1\stshfloch1\stshfhich1\stshfbi1\deff1\adeff0{\fonttbl{\f0\fnil\fcharset0 Arial;}{\f1\fnil\fcharset0 Arial;}{\f2\fnil\fcharset0 Segoe UI;}}{\colortbl;}{\stylesheet{\s0\snext0\fi0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs24 Normal;}{\*\cs10\additive Default Paragraph Font;}}{\*\generator Aspose.Words for .NET 9.3.0.0;}{\info\version0\edmins0\nofpages0\nofwords0\nofchars0\nofcharsws0}\deftab1134\deflang2055\deflangfe2052\adeflang1025\jexpand\showxmlerrors1\viewscale100\fet0\ftnbj\aenddoc\aftnnrlc\nogrowautofit\formshade\dghspace180\dgvspace180\dghorigin1800\dgvorigin1440\dghshow1\dgvshow1\dgmargin\pgbrdrhead\pgbrdrfoot\sectd\pgndec\sbkpage\pgwsxn12240\pghsxn15840\marglsxn1800\margrsxn1800\margtsxn1440\margbsxn1440\headery720\footery720\ltrsect\sectdefaultcl\pard\plain\itap0\s0\fi0\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs24{\rtlch\afs24\ltrch\fs18\f2\lang1033\langnp1033\cs10 This article reports on a national survey of information literacy (IL) instruction in urban and rural public libraries in Canada and public librarians' attitudes towards these services. The survey is the first phase of a study exploring the actual and potential role of Canadian public libraries in developing the public's IL skills. Despite an urgent need to develop such skills, and expectations that public libraries fulfill that role (specifically articulated by the federal government through its \u8220 Connecting Canadians\u8221 initiative), the real experiences of public librarians and of public library customers may not bear out this expectation. The survey analyzes the role of the public library, as a non-profit institution and primary stakeholder, in advancing federal government information policy. In addition, the study gives voice to a community of professionals expected to fulfill an important federal policy function, but provided with few resources with which to do so.}{\rtlch\afs24\ltrch\fs18\f2\lang1033\langnp1033\cs10\par}{\*\latentstyles\lsdstimax267\lsdlockeddef0\lsdsemihiddendef1\lsdunhideuseddef1\lsdqformatdef0\lsdprioritydef99{\lsdlockedexcept}}}</AbstractFormatted>
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<Abstract>BACKGROUND&#xD;
Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education.&#xD;
METHODS&#xD;
The current study evaluated the information literacy skills of first-year dental students, consisting of two, consecutive dental student cohorts (n = 160). An assignment designed to evaluate information literacy skills was conducted. In addition, a survey of student online search engine or database preferences was conducted to identify any significant associations. Subsequently, an intervention was developed, based upon the results of the assessment and survey, to address any deficiencies in information literacy.&#xD;
RESULTS&#xD;
Nearly half of students (n = 70/160 or 43%) missed one or more question components that required finding an evidence-based citation. Analysis of the survey revealed a significantly higher percentage of students who provided incorrect responses (n = 53/70 or 75.7%) reported using Google as their preferred online search method (p &lt; 0.01). In contrast, a significantly higher percentage of students who reported using PubMed (n = 39/45 or 86.7%) were able to provide correct responses (p &lt; 0.01). Following a one-hour intervention by a health science librarian, virtually all students were able to find and retrieve evidence-based materials for subsequent coursework.&#xD;
CONCLUSIONS&#xD;
This study confirmed that information literacy among this student population was lacking and that integration of modules within the curriculum can help students to filter and establish the quality of online information, a critical component in the training of new health care professionals. Furthermore, incorporation of these modules early in the curriculum may be of significant value to other dental, medical, health care, and professional schools with similar goals of incorporating the evidence base into teaching and learning activities.</Abstract>
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<Abstract>Information literacy is a meta-competency that encapsulates the generic skills of defining, locating and accessing information. It is an essential and integral competency for both the knowledge worker and effective knowledge management. Librarians need to realign their roles from providers and organizers of information, to facilitators and educators of clients’ information access and process. This requires librarians to develop partnerships with workplace communities so as to understand the role that information plays in the knowledge economy; and to develop a new language that is relevant to workplace communities and ties information literacy instruction to the authentic situations of the workplace. Information literacy is a meta-competency: it is the currency of the knowledge economy. The themes introduced in this paper are drawn from the current doctoral research of the author. The research examines what it means to individuals to be information literate in a workplace context, and how information literacy manifests and transfers in to workplace practice.</Abstract>
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<Abstract>This article reports on doctoral research which explored the meaning and role of information literacy among a specific group of workers - firefighters. An alternative concept of information literacy and a broader definition of information literate people are introduced. The article suggests that librarians are currently bound by an educational concept of what information literacy is and how it manifests itself. They must begin to engage with and explore other contexts and practices that facilitate becoming information literate, in order to understand the role of information literacy in learning outside educational settings. By engaging with different contexts, concepts and truths, our provision of information literacy education will be enhanced and contribute towards learning practices which are transformative, generic and transferable.</Abstract>
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<Abstract>In today's society, a wealth of information can be obtained at the touch of a button. But while information is abundant, time, unfortunately, is not. How do you present your material in a way that grabs-and holds-the attention of your audience?&#xD;
&#xD;
Whether you are writing a report, drafting email, creating a Power Point presentation, or building a Web site, this book shows how to use language that is easily accessible, never oppressive. It explains how to organize content in progressive, digestible detail, allowing readers to navigate a document's contents and to move quickly to areas of interest. And it describes how to link ideas within a document and across the mediums of print, Internet, and CD-ROM.&#xD;
&#xD;
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&#xD;
Author Biography: Bruce Ross-Larson is the founder of the American Writing Institute and president of Communications Development Incorporated. He lives in Washington, DC. His books include Edit Yourself, Powerful Paragraphs, Riveting Reports, and Stunning Sentences.</Abstract>
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Words and phrases</TableOfContents>
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<Abstract>Anyone setting out to research a topic, whether undertaking a project, report, dissertation or PhD, needs to find appropriate resources to inform their work and support their arguments. This book enables researchers to become expert at tracking down, accessing and evaluating information." This concise and contemporary book covers all major areas of information seeking and selection for researchers. Written by an information professional, it is invaluable for anyone researching a topic, including academics and students, public and government researchers and researchers in the private sector.</Abstract>
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<TableOfContents>- The information-gathering process&#xD;
- Using a library&#xD;
- Formats of information sources&#xD;
- Finding information about existing research&#xD;
- Identifying the information need&#xD;
- Resource discovery&#xD;
- The online searching process&#xD;
- Citation searching&#xD;
- Resource location&#xD;
- Using the World Wide Web for research&#xD;
- Accessing materials&#xD;
- Evaluation of resources&#xD;
- Citing references&#xD;
- Keeping records&#xD;
- Intellectual property and plagiarism&#xD;
- The research community and keeping up to date&#xD;
- The changing landscape of research</TableOfContents>
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<Title>How to find information</Title>
<Year>2008</Year>
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<Abstract>#englisch#In this article, we present an assessment framework for assessing information and communication technologies literacy (ICT literacy) in the context of the National Educational Panel Study (NEPS). NEPS is the first study aiming to examine ICT literacy longitudinally across the lifespan using objective paper-pencil test instruments. To do so, it is necessary to develop reliable and valid test instruments that are capable of assessing ICT literacy longitudinally. On the basis of an assessment framework, we developed in an initial step an item pool for assessing the ICT literacy of secondary school students and tested the item pool in three pilot studies (Grade 5, 7 and 9). The item and scale analyses provided satisfying results and the item pool proved to be suitable for assessing ICT literacy longitudinally. In addition, validity analyses showed a satisfactory content validity and a high test fairness with regard to gender and school type. Concerning criterion validity, there were expected correlations with variables of computer familiarity. (DIPF/Orig.).;;#deutsch#Im Mittelpunkt dieses Beitrags steht die Vorstellung und empirische Erprobung einer Rahmen- und Testkonzeption zur Erfassung von Information and Communication Technologies Literacy (ICT Literacy) im Rahmen der National Educational Panel Study (NEPS). Das Ziel dieser Studie ist es, ICT Literacy anhand längsschnittlich angelegter Datenerhebungen über die gesamte Lebensspanne und mit Hilfe objektiver und zunächst Papier-und-Bleistiftbasierter Testverfahren zu erfassen. Deshalb ist es notwendig, reliable und valide Testinstrumente zu entwickeln, die sich für die längsschnittliche Erfassung von ICT Literacy eignen. Hierfür wurde auf der Grundlage der Rahmen- und Testkonzeption zunächst ein Itempool für Schülerinnen und Schüler der Sekundarstufe I entwickelt und in drei Pilotstudien (Klassenstufen 5, 7 und 9) erprobt. Für den Itempool wurden zufriedenstellende Item- und Skalenwerte ermittelt. Die Ergebnisse wiesen darüber hinaus auf die Eignung des Instrumentariums für längsschnittliche Erhebungen hin. Die Validitätsprüfungen sprachen für eine ausreichende inhaltliche Validität des Itempools und seine Fairness im Hinblick auf Geschlecht und Schulart. Im Sinne der Kriteriumsvalidität ergaben sich inhaltlich gut interpretierbare Zusammenhänge mit Merkmalen der Computervertrautheit. (DIPF/Orig.).</Abstract>
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<ShortTitle>Senkbeil, Ihme et al. 2013 – The Test of Technological</ShortTitle>
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<Title>The Test of Technological and Information Literacy (TILT) in the National Educational Panel Study</Title>
<Volume>5</Volume>
<Year>2013</Year>
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<Abstract>21st century learners arrive at school with technological knowledge and skills that necessitate the need for educational systems to transform instructional practices to meet learners’ needs. The International Society for Technology in Education (ISTE) developed ISTE Standards for students, teachers, administrators, coaches, and computer science educators that define best practices and standards of excellence with technology. Literacy educators are greatly impacted by the technological shift in education and require a deep level of proficiency with the ISTE Standards for Teachers. The purpose of this article is to provide an overview of the ISTE Standards for Teachers and provide literacy educators with an evaluative tool to measure their adeptness with the knowledge and skills needed to teach in the digital age.</Abstract>
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<Abstract>Expanding on the popular, practical how-to guide for public, academic, school, and special libraries, technology expert Susan Sharpless Smith offers library instructors the confidence to take Web-based instruction into their own hands. Smith has thoroughly updated Web-Based Instruction: A Guide for Libraries to include new tools and trends, including current browsers, access methods, hardware, and software. She also supplies tips to secure project funding and provides strategic guidance for all types of libraries. This completely revised edition also&#xD;
&#xD;
* Builds Web instruction advice on a foundation of the latest research in how learning takes place&#xD;
* Translates technical Web-speak into plain English, so even nonexperts can make effective use of the Web in their teaching&#xD;
* Includes an accompanying Web gallery, providing examples of screen shots and links to exemplary programs&#xD;
* Shows instructors best practices for incorporating the Web into teaching&#xD;
&#xD;
A proven winner, this newly revised hands-on manual remains indispensable. Librarians facing the challenge of creating a Web-based instruction program will find easy-to-understand guidance to deliver a productive and memorable experience.</Abstract>
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<TableOfContents>1 Setting the Stage&#xD;
2 Library Instruction on the Web&#xD;
3 Project Framework&#xD;
4 Selecting Project Development Tools&#xD;
5 Designing the User Experience&#xD;
6 Multimedia: Using Graphics, Sound, Animation, and Video&#xD;
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<Abstract>Regardless of what educators maintain, the general public believes test scores accurately reflect student performance and school success. This situation places enormous pressure on schools to improve, and it offers opportunities for library media specialists to help students learn valuable information literacy skills that in turn will improve test scores. By joining forces with educators, media specialists can demonstrate how information literacy skills strengthen student performance as well as instruct teachers on teaching and testing information skills within the context of classroom content. Teaching and Testing Information Literacy Skills will help library media specialists educate teachers on information literacy skills and increase collaboration for effective test-taking preparation.</Abstract>
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<Abstract>None of us is immune to writer's block. From well-known novelists to students, associates in business and law firms, and even those who struggle to sit down to write personal correspondence or journal entries -- everyone who writes has experienced either brief moments or longer periods when the words simply won't come.&#xD;
In Unstuck, poet, author and writing coach Jane Anne Staw uncovers the reasons we get blocked - from practical to emotional, and many in between - and offers powerful ways to get writing again. Based on her experiences working with writers as well as her own struggle with writer's block, Staw provides comfort and encouragement, along with effective strategies for working through this common yet vexing problem.&#xD;
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\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 these}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 policy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 decisions}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 on}{\rtlch\af0\afs24&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 participate}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 information}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 society}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 .}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\fi0\sa120\widctlpar\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 This}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 book}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 inclusion}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 as}{&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 information}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 policy}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 findings}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 from}{&#xD;
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{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 ;}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\sa120\widctlpar\ltrpar\li360\lin360\ri0\rin0&#xD;
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\dbch\af0\hich\f0\cf1 inclusion}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 as}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 policy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 issues}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 both}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 being}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 driven}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 regulated}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 by}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 policy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 ;}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\sa120\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 building}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 on}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 a }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 wealth}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 of}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 original }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 research}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 conducted}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 by}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 the}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 authors}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 using}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 different}{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 quantitative }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 qualitative }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 data}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 collection}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 approaches}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 on}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 four}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 different}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 continents}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 when}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 analyzing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 these}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 issues}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 providing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 unique}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 examples}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 , }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 case}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 studies}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 perspectives}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 ;}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\sa120&#xD;
\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 using}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 information}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 behavior}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 theory}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 to}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 provide}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 important}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 insights}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 about}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 these}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 issues}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0&#xD;
\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 at}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 individual}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 , }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 community}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 , }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 political}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 levels}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 ;}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cs10\cf1\par}\pard\plain\itap0\s0\ilvl1\ls1\fi-360\sa120\widctlpar\ltrpar\li360\lin360\ri0\rin0\ql\faauto\rtlch\afs20\ltrch\fs18\f0{\listtext\pard\plain\aspalpha\aspnum\adjustright\ltrpar\li0\lin0\ri0\rin0\ql\faauto\rtlch\fcs1\af0\afs24&#xD;
\ltrch\fcs0\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cs10\cf1 \u8211 \tab }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 providing}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 recommendations}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 to}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 inform}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 practice}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 in }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 libraries}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 and}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 help}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 libraries}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 to}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 frame}&#xD;
{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 their}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{&#xD;
\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 advocacy}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 for}{\rtlch\af0\afs24&#xD;
\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 public}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055&#xD;
\loch\af0\dbch\af0\hich\f0\cf1 policies}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 }{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0\dbch\af0\hich\f0\cf1 that}{\rtlch\af0\afs24\ltrch\fs18\lang2055\langnp2055\loch\af0&#xD;
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<ShortTitle>Thompson, Jaeger et al. 2014 – Digital Literacy and Digital Inclusion</ShortTitle>
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<Subtitle>Information Policy and the Public Library</Subtitle>
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<TableOfContents>Chapter 1: Introduction and Overview&#xD;
Chapter 2: The Evolution of the Digital Society&#xD;
Chapter 3: Defining Digital Literacy and Digital Inclusion&#xD;
Chapter 4: Public Policy, Literacy, and Inclusion&#xD;
Chapter 5: Libraries as Institutions of Digital Literacy and Inclusion&#xD;
Chapter 6: Models of Digital Inclusion: South Korea, the Netherlands, and Australia&#xD;
Chapter 7: Moving Toward Digital Inclusion: Colombia, Honduras, and Ghana&#xD;
Chapter 8: Recommendations for Policy, Practice, Advocacy, and Research</TableOfContents>
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<Title>Digital Literacy and Digital Inclusion</Title>
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<Abstract>Educators are currently being challenged to develop curricula which will prepare students for life in an information-based society. Given the computer literacy efforts at the elementary and secondary levels, a college-level curriculum should build upon those skills by focusing on information literacy. Information literacy is the ability to acquire, process, use and communicate the information which is needed in one's personal and work life, regardless of the technology involved. There are three components of this information literacy curriculum. The Information Environment provides the motivation for understanding about technology and its uses. The Components of an Information System considers the acquisition and proper use of computer-based tools. Information Management is concerned with ensuring that relevant information is available, accurate and in a useful format. The intended students for this course are the end users, the non-computer science majors.</Abstract>
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<Abstract>Many Net Generation students understand how to find information and post their own content online. However, they may have only limited knowledge about how to effectively evaluate online resources and ethically use them. Likewise, large numbers seem unaware of the limited control they may have over the personal information they divulge online and the implications that holds for how their content is used, by whom, and for what purposes. This student perspective on information literacy uses anecdotes, personal examples, and statistics on Net Generation Web usage to highlight gaps in students’ net savviness. Also discussed is how faculty, librarians, administrators, and students must work together to close those gaps.</Abstract>
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<Abstract>INTRODUCTION&#xD;
Due to the development of technologies, communications, databases and information resource varieties in today's information age, our various social, economic, cultural and political needs cannot be fulfilled by relying merely on past knowledge and skills as done previously. Information literacy (IL) as a set of necessary skills for all of us is an effective way of treating new technologies and their effective application in our lives. The study aimed to survey the library users' views in the Central Library of Babol University of Medical Sciences (The Library), Iran, on the role and influences of librarians on their IL development and improvement.&#xD;
METHODS&#xD;
This analytical survey used a researcher-made questionnaire for data collection. Research population consisted of all users referring Information Unit of The Library during 22 September - 20 December 2010. Of them, 150 users participating in at least 5 workshops held by The Library were selected as the study sample.&#xD;
RESULTS&#xD;
Based on the findings, 52.7 percent of the subjects rated the influence of the librarians on their IL development much and very much. 44.7 percent claimed that they more acquired IL skills from librarians rather than others. 100 (63.3%) subjects preferred workshops held by the librarian to other workshops.&#xD;
CONCLUSION&#xD;
The users of Information Unit of The Library perceived the training IL skills by librarians as a main influencing factor in their IL development and achievement. This emphasized the necessity of teaching IL to users and training the librarians in better teaching IL skills to library user.</Abstract>
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<Abstract>The Technische Universität München library was the first university library in Germany to be certified by TÜV with respect to its ISO 9001:2001 quality management. One of the main objectives of our quality management policy is to measure customer satisfaction not only in the short-term, but also over longer periods of time, in order to constantly develop and improve our services.&#xD;
To this end, TUM library management have decided to conduct a long term evaluation of its information literacy (IL) programme. We regularly ask course participants for feedback immediately after the events and evaluate these yearly. Additionally, we have started to survey long term changes in awareness and sustainability of course content. The library’s IL programme has been in place for over three years, and has thus generated sufficient data for reliable evaluation.&#xD;
The main object of our investigation is the assessment of effectiveness of our IL programme and further guidance as to how we can improve our services.&#xD;
We have been evaluating about 100 IL events, which took place between 6 and 24 months ago. Our study includes the four main types of workshops, which comprise basic and advanced literature search, referencing, and reference management. An online survey contains questions regarding the significance and the application of the skills taught during the courses. We also ask about any identified lack of resources or learning goals, and our e-learning material. The first phase of the evaluation was conducted between February and March 2014.&#xD;
This paper presents our findings from the evaluation project, our conclusions, and recommendations for the further development of the IL programme.</Abstract>
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\loch\af0\dbch\af0\hich\f0\cf1 The Technische Universit\'e4t M\'fcnchen library was the first university library in Germany to be certified by T\'dcV with respect to its ISO 9001:2001 quality management. One of the main objectives of our quality management policy is to measure customer satisfaction not only in the short-term, but also over longer periods of time, in order to constantly develop and improve our services.}&#xD;
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\hich\f0\cf1 To this end, TUM library management have decided to conduct a long term evaluation of its information literacy (IL) programme. We regularly ask course participants for feedback immediately after the events and evaluate these yearly. Additionally, we have started to survey long term changes in awareness and sustainability of course content. The library\u8217 s IL programme has been in place for over three years, and has thus generated sufficient data for reliable evaluation.}&#xD;
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