Deceived, Confused, or Peer Reviewed? Critical Information Literacy in a First-Year Neuroscience Course.
critical information literacy
curriculum development
faculty collaboration
first-year seminar
research instruction
Journal
Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience
ISSN: 1544-2896
Titre abrégé: J Undergrad Neurosci Educ
Pays: United States
ID NLM: 101229224
Informations de publication
Date de publication:
2022
2022
Historique:
received:
19
04
2021
revised:
19
07
2021
accepted:
20
07
2019
medline:
1
6
2022
pubmed:
1
6
2022
entrez:
7
2
2024
Statut:
epublish
Résumé
Information literacy skills are necessary to parse today's complex information landscape full of general audience, scholarly, and deceptive sources. For a student new to college and unfamiliar with publishing norms in the discipline, it can be difficult to identify and select from among the range of sources that electronic searches return - especially on Google or Google Scholar, which most students use regularly at the pre-college level. Centering information literacy as a course objective invites students into the scholarly conversation at a deeper level than typical one-off database searching sessions. Further, framing this objective through the lens of
Identifiants
pubmed: 38323066
doi: 10.59390/BKPW4729
pii: june-20-215
pmc: PMC10653249
doi:
Types de publication
Journal Article
Langues
eng
Pagination
A215-A218Informations de copyright
Copyright © 2022 Faculty for Undergraduate Neuroscience.