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An Investigation of the Information Literacy Instruction Practices, Attitudes, and Knowledge of University Faculty: Results of a Web-based Survey at York University, Canada

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dc.contributor.author Bury, Sophie
dc.date.accessioned 2009-11-10T02:56:19Z
dc.date.available 2009-11-10T02:56:19Z
dc.date.issued 2009-11-10T02:56:19Z
dc.identifier.uri http://hdl.handle.net/10315/2895
dc.description Presentation given at the Department of Information Studies, University of Sheffield, on October 27, 2009. This was a Centre for Information Literacy Research event. en
dc.description.abstract This 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.iso en en
dc.subject survey research en
dc.subject assessment en
dc.subject faculty en
dc.subject information literacy en
dc.title An Investigation of the Information Literacy Instruction Practices, Attitudes, and Knowledge of University Faculty: Results of a Web-based Survey at York University, Canada en
dc.type Presentation en

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