Information literacy in community colleges focused on learning
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Information literacy in community colleges focused on learning
Assignment Purpose:
This assignment provides you with an opportunity to develop your ability to smoothly and correctly integrate sources into your own written work in APA style. It is worth a possible 70 points.
Assignment Description:
Read the original source below. Then read samples 1-5 that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, select Acceptable. If not, select Unacceptable and then write a version that correctly integrates the source. The final prompt, number 6, provides a section of the text that you will paraphrase.
Original source: One of the important factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning. Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development. A recent survey by the Higher Education Research Institute at the University of California at Los Angeles found that 64 percent of fulltime community college faculty members spend thirteen or more hours each week actually teaching. About half of the
surveyed faculty spend another five to twelve hours preparing to teach, grading, and reading student papers. Fewer than 12 percent spend five or more hours per week on research or scholarly writing. The same survey indicated that 85 percent of the participating community college faculty agreed
“strongly” or “somewhat” that faculty at their institutions are interested in students’ personal problems and that 83 percent agreed “strongly” or “somewhat” that faculty members are interested in the academic problems of undergraduates.
The learning college principles and the emphasis on learning are a natural fit with information literacy, particularly given information literacy’s solidification in the ten years since the Branch and Gilchrist article was published. Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education came four years after the article. For example, accrediting agencies, professional organizations, and state departments of education recognize information literacy as a necessary part of higher education. This mandate from outside the library has been an important tool in developing new and expanding existing information literacy instruction programs. The outside forces encourage acceptance internally and create opportunities to incorporate information literacy in the curriculum in new ways.
Warren, L. A. (2006). Information literacy in community colleges focused on learning. Reference & User Services Quarterly, 45(4), 297-303. Retrieved from http://link.galegroup.com.prx-herzing.lirn.net/apps/doc/A152373620/AONE?u=lirn50909&sid=AONE&xid=5c395a7e
- (Warren, 2006, p. 298) believes that “the philosophical commitment to teaching and learning” is what creates an environment where information literacy can flourish.
Acceptable Unacceptable
- Warren (2006) notes that faculty “preparing to teach, grading, and readingstudent papers” (p. 298).
Acceptable Unacceptable
- According to Warren (2006), “accrediting agencies, professional organizations, and state departments of education” (p. 298) increasingly place high value on information literacy curriculum.
Acceptable Unacceptable
- Warren argues that the “mandate from outside the library has been an important tool in developing new and expanding existing information literacy instruction programs” (2006, p. 298)
Acceptable
Unacceptable
- Universities and community or technical colleges are very different. “Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development” (Warren, 2006, p. 298).
Acceptable Unacceptable
Please paraphrase the following sentence from the original source and include the necessary APA in-text information:
- The same survey indicated that 85 percent of the participating community college faculty agreed “strongly” or “somewhat” that faculty at their institutions are interested in students’ personal problems and that 83 percent agreed “strongly” or “somewhat” that faculty members are interested in the academic problems of undergraduates.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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