Using Course Syllabi to Assess Research Expectations of Biology Majors: Implications for Further Development of Information Literacy Skills in the Curriculum
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2010
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| _version_ | 1867181284497817600 |
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| author | Dinkelman, Andrea L. |
| author_facet | Dinkelman, Andrea L. Dinkelman, Andrea L. |
| collection | Education Resources Information Center |
| contents | Using Course Syllabi to Assess Research Expectations of Biology Majors: Implications for Further Development of Information Literacy Skills in the Curriculum Dinkelman, Andrea L. Majors (Students) Assignments Biology Course Descriptions Information Literacy Information Skills Literacy Higher Education Undergraduate Students Biological Sciences Research Skills Library Instruction Librarians Library Research Sample Size Advanced Courses This article describes an analysis of course syllabi from selected courses in the biology curriculum at Iowa State University. The purpose of this research was to learn about the numbers and types of information literacy assignments given to students majoring in biology. Overall, the most common assignment type for biology majors was a lab report or lab exercise. Very few course syllabi mentioned the library as a useful resource for completing assignments. Only a few assignment directions recommended specific indexes such as "Biosis Previews" or "Web of Science." Suggestions for improving the content of course syllabi and additional ideas about the further development of information literacy skills in the biology curriculum are discussed. (Contains 8 tables.) |
| format | Recurso educativo Open Access |
| id | eric_EJ896041 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2010 |
| record_format | eric |
| spellingShingle | Using Course Syllabi to Assess Research Expectations of Biology Majors: Implications for Further Development of Information Literacy Skills in the Curriculum Dinkelman, Andrea L. Majors (Students) Assignments Biology Course Descriptions Information Literacy Information Skills Literacy Higher Education Undergraduate Students Biological Sciences Research Skills Library Instruction Librarians Library Research Sample Size Advanced Courses Using Course Syllabi to Assess Research Expectations of Biology Majors: Implications for Further Development of Information Literacy Skills in the Curriculum Dinkelman, Andrea L. Majors (Students) Assignments Biology Course Descriptions Information Literacy Information Skills Literacy Higher Education Undergraduate Students Biological Sciences Research Skills Library Instruction Librarians Library Research Sample Size Advanced Courses This article describes an analysis of course syllabi from selected courses in the biology curriculum at Iowa State University. The purpose of this research was to learn about the numbers and types of information literacy assignments given to students majoring in biology. Overall, the most common assignment type for biology majors was a lab report or lab exercise. Very few course syllabi mentioned the library as a useful resource for completing assignments. Only a few assignment directions recommended specific indexes such as "Biosis Previews" or "Web of Science." Suggestions for improving the content of course syllabi and additional ideas about the further development of information literacy skills in the biology curriculum are discussed. (Contains 8 tables.) |
| title | Using Course Syllabi to Assess Research Expectations of Biology Majors: Implications for Further Development of Information Literacy Skills in the Curriculum |
| topic | Majors (Students) Assignments Biology Course Descriptions Information Literacy Information Skills Literacy Higher Education Undergraduate Students Biological Sciences Research Skills Library Instruction Librarians Library Research Sample Size Advanced Courses |
| url | https://eric.ed.gov/?id=EJ896041 |