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dc.contributor.authorBury, Sophie
dc.date.accessioned2009-11-10T02:56:19Z
dc.date.available2009-11-10T02:56:19Z
dc.date.issued2009-11-10T02:56:19Z
dc.identifier.urihttp://hdl.handle.net/10315/2895
dc.descriptionPresentation given at the Department of Information Studies, University of Sheffield, on October 27, 2009. This was a Centre for Information Literacy Research event.
dc.description.abstractThis presentation provides an overview of key findings and recommendations of a survey of full-time faculty at York University, which investigated their information literacy instruction practices, attitudes, and knowledge. The session examines the extent to which the findings of this study either corroborate or differ from results of similar studies uncovered by a recent review of the LIS literature. Findings regarding faculty perceptions of the importance of information literacy instruction, and of information literacy competency levels among students are discussed. Data regarding levels of faculty engagement in teaching information literacy competencies, either by themselves or in collaboration with a librarian, are also shared. Findings are also highlighted regarding the nature of information literacy instruction typically incorporated within the classroom by faculty, as well as their general experiences and estimation of it. Results regarding faculty awareness of, and support for different formats and methods of instruction delivery are summarised. Based on these survey results, the researcher’s summary of implications for practice and research are shared.en
dc.language.isoen
dc.subjectsurvey researchen
dc.subjectassessmenten
dc.subjectfacultyen
dc.subjectinformation literacyen
dc.titleAn Investigation of the Information Literacy Instruction Practices, Attitudes, and Knowledge of University Faculty: Results of a Web-based Survey at York University, Canadaen
dc.typePresentation


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