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INFORMATION LITERACY - CLASSROOM ASIGNMENTS GUIDELINES

Definition

Is a formal analysis of two or more individual pieces, and then adds another level of discussion that evaluates relevant similarities and differences between the pieces. This added level is useful in revealing details about trends within historical periods, regional similarities, or growth of an individual artist over time (6)

Framework for Information Literacy - Searching as Strategic

SEARCHING AS STRATEGIC

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

KNOWLEDGE PRACTICES

• determine the initial scope of the task required to meet their information needs;

• identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;

Framework for Information Literacy - Scholarship as Conversation

SCHOLARSHIP AS CONVERSATION

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

KNOWLEDGE PRACTICES

• utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;

• match information needs and search strategies to appropriate search tools;

• cite the contributing work of others in their own information production;

• contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;

• identify barriers to entering scholarly conversation via various venues;