Faculty and Librarians' Partnership: Designing a New Framework to Develop Information Fluent Future Doctors

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• 作者：Rachid Bendriss ^{rab2029@qatar-med.cornell.edu" class="auth_mail" title="E-mail the corresponding author} ; Reya Saliba ^{res2024@qatar-med.cornell.edu" class="auth_mail" title="E-mail the corresponding author} ; Sally Birch ^{sab2019@qatar-med.cornell.edu" class="auth_mail" title="E-mail the corresponding author}
• 关键词：First-year college students ; Library instruction ; Information literacy ; Flipped classroom ; ESL
• 刊名：The Journal of Academic Librarianship
• 出版年：2015
• 出版时间：November 2015
• 年：2015
• 卷：41
• 期：6
• 页码：821-838
• 全文大小：696 K

文摘

Upon faculty request, information literacy instruction was fully integrated into an English for Academic Purposes course for non-native English speaking students pursuing a medical degree at a U.S. institution in the Gulf State of Qatar. Adopting the flipped classroom modality, librarians designed modules to meet the students' information literacy needs while adapting the content to the course syllabus. Content was uploaded to the learning management system, Canvas. Readings, online tutorials, quizzes and assignments were created to achieve the outcomes of each session. Completion of information literacy modules is factored in the overall grades of students in the English for Academic Purposes course. This paper will outline the design, implementation, and assessment of information literacy sessions and will highlight the importance of collaboration between faculty and librarians to set a common ground and reach expected outcomes. It will also share the students' perceptions of the effectiveness of integrating information literacy in an English for Academic Purposes course.