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A Disciplinary Blueprint for the Assessment of Information Literacy
Have you ever worried that literature on library instruction deals more with methods of assessing student attitude than student learning? If so, you'll be glad to know someone is doing something about it! Eight unique disciplinary modules are presented, each identifying a series of information literacy objectives developed in accordance with Bloom's Taxonomy of Cognitive Objectives. A substantive curriculum map embedded within each module lists the sequence of courses required for the disciplinary major and the level at which the course is taught (sophomore, junior, etc.), notes whether information literacy instruction is currently taught by the library for that particular course, and deline...
Ethical Issues in Literacy Research
Literacy educators and researchers at all stages of their careers face ethical issues whenever they embark on research studies. In this book experienced literacy researchers identify and address multi-faceted, multi-dimensional ethical issues related to conducting studies in school, home, community, and virtual settings and share actions taken when faced with ethical dilemmas in their own investigations. Each chapter addresses a specific literacy research ethical issue. Part I focuses on conducting research in settings such as schools or literacy clinics. Part Two addresses research with pre-service teachers in college/university and school settings. Part Three looks at research in virtual w...
Mortal Danger
Only Ann Rule, the #1 "New York Times"-bestselling true-crime author, could lend her sharp insight into these cases of the spouse, lover, family member, or helpful stranger who is totally trusted--but whose lethally violent nature, though masterfully disguised, can kill. Original.
Research within the Disciplines
Research within the Disciplines is designed to help reference librarians – and students studying to become librarians – gain that deeper understanding of disciplinary differences that allows them to comfortably solve information needs rather than merely responding to questions, and practical knowledge about how to work with researchers in a library setting. The book has three chapters that cover the disciplines at the broadest level – humanities, social sciences, and sciences, plus supplemental chapters that focus on associated disciplines (research in history, business, and engineering, research using government sources) and across disciplines (interdisciplinary and critical informati...
Diamonds for Lori and Me
A story of a father and daughter and their love of baseball.
American Military History
In this companion volume to his 1995 bibliography of the same title, Daniel Blewett continues his foray into the vast literature of military studies. As did its predecessor, it covers land, air, and naval forces, primarily but not exclusively from a U.S. perspective, with the welcome emergence of small wars from publishing obscurity. In addition to identifying relevant organizations and associations, Blewett has gathered together the very best in chronologies, bibliographies, biographical dictionaries, indexes, journals abstracts, glossaries, and encyclopedias, each accompanied by a brief descriptive annotation. This work remains a pertinent addition to the general reference collections of public and academic libraries as well as special libraries, government documents collections, military and intelligence agency libraries, and historical societies and museums.
The Academic Bill of Rights Debate
The Academic Bill of Rights was introduced in 2003 after two decades of conservative critiques of higher education and its faculty. Its goal was to generate legislative initiatives to rein in the tenured radicals who were allegedly dominating higher education and infringing on the academic freedom rights of conservative students. At its root, the debate revolves around some core questions: who should teach, and who has the knowledge and training to hire and evaluate faculty; what knowledge should be taught; and most fundamentally, who should make these decisions? Should it be trained faculty, who are specialists in their fields and who were hired to teach and advance knowledge? Or should it ...
