Information literacy in an inquiry course for first-year science undergraduates: a simplified 3C approach

2007 ◽  
Vol 31 (2) ◽  
pp. 176-179 ◽  
Author(s):  
P. K. Rangachari ◽  
Usha Rangachari
Keyword(s):  
World Wide Web ◽  
Information Literacy ◽  
World Wide ◽  
First Year ◽  
Science Program ◽  
Scholarly Journals ◽  
Simplified Approach ◽  
The World ◽  
Popular Magazines ◽  
Undergraduate Science

In this article, we describe a simplified approach to teach students to assess information obtained from diverse sources. Three broad categories (credibility, content, and currency; 3C) were used to evaluate information from textbooks, monographs, popular magazines, scholarly journals, and the World Wide Web. This 3C approach used in an inquiry course for freshmen in an undergraduate science program can be readily transferred to other settings.

Webliography

2011 ◽  
pp. 957-962 ◽  
Author(s):  
Harrison Yang
Keyword(s):  
Technology Integration ◽  
World Wide Web ◽  
Information Literacy ◽  
Web Sites ◽  
World Wide ◽  
Online Resources ◽  
State University ◽  
Scholarly Work ◽  
Louisiana State University ◽  
The World

Traditionally, a bibliography is regarded as a list of printed resources (books, articles, reports, etc.) on a given subject or topic for further study or reference purpose (Alred, Brusaw, & Oliu, 2006; Lamb, 2006). According to the Micropaedia (1990), the bibliography refers to “study and description of books.” It is either the listing of books according to some system (enumerative or descriptive bibliography) or the study of books as tangible objects (analytical or critical bibliography). The term webliography is commonly used when discussing online resources. Although there is no clear agreement among educators regarding the origin of this term, many tend to believe that the term webliography was coined by the libraries at Louisiana State University to describe their list of favorite Web sites. It is referred to as “Web bibliography.” Accordingly, a webliography is a list of resources that can be accessed on the World Wide Web, relating to a particular topic or can be referred to in a scholarly work. A variety of studies suggest that understanding and developing webliographies, which relate to locate, evaluate, organize, and use effectively the needed online resources, are essential for information literacy and technology integration.

404 File Not Found: Citing Unstable Web Sources

2003 ◽  
Vol 66 (2) ◽  
pp. 46-54 ◽  
Author(s):  
Frank Griffin
Keyword(s):  
World Wide Web ◽  
Digital Technology ◽  
Search Engines ◽  
World Wide ◽  
Small Study ◽  
Scholarly Journals ◽  
Online Journals ◽  
The World

Researchers, including students, must accommodate to the mutating character of hyperlinks on the World Wide Web. A small study of citations in three volumes of BCQ demonstrates the phenomenon of " URL rot," the disappearance of sites cited in the sample articles. Digital technology itself is now being used to create pockets of permanence, but with the understanding that preservation of content is only one ingredient in the mix of media and format migration. Databases like JSTOR offer digitally preserved copies of many scholarly journals. Online journals and search engines may offer their own archives. In general, researchers should cite digital articles in databases where possible and consider avoiding references to online journals with print editions.

scholarly journals ‘An intensity around information’: the changing face of chemical information literacy

2016 ◽  
Vol 43 (1) ◽  
pp. 17-24 ◽  
Author(s):  
David Bawden ◽  
Lyn Robinson
Keyword(s):  
World Wide Web ◽  
Information Literacy ◽  
Chemical Structure ◽  
World Wide ◽  
Chemical Information ◽  
Threshold Concept ◽  
Subject Specific ◽  
The World ◽  
Access Information ◽  
Over Time

The changing nature of chemical information literacy over 50 years is examined by a comparison of a number of guides to chemical literature and information. It is concluded that: an understanding of the world of information is the sole aspect to have remained important and essentially unchanged over time; that knowledge of sources, ability to access information and ability to organize information have been of importance throughout, but have changed their nature dramatically; and that evaluation of information has gained in importance since the advent of the World Wide Web. The link between chemical structure and corresponding substance information is the most significant threshold concept. Information literacy in chemistry is strongly subject-specific.

SEG and the World Wide Web The first year in review

1996 ◽  
Vol 15 (5) ◽  
pp. 379-380
Author(s):  
Brian R. Spies
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
First Year ◽  
The World

SEG and the World Wide Web: The first year in review

1996 ◽  
Vol 15 (5) ◽  
pp. 379-379
Author(s):  
Brian R. Spies
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
First Year ◽  
The World

Dancing Across the World Wide Web: Advocacy in the 21st Century

2009 ◽  
Author(s):  
Blair Williams Cronin ◽  
Ty Tedmon-Jones ◽  
Lora Wilson Mau
Keyword(s):  
World Wide Web ◽  
21St Century ◽  
World Wide ◽  
The World
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