Information literacy in an inquiry course for first-year science undergraduates: a simplified 3C approach-Reference-Cited by-同舟云学术

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

Published:2007-06 Issue:2 Volume:31 Page:176-179
ISSN:1043-4046
Container-title:Advances in Physiology Education
language:en
Short-container-title:Advances in Physiology Education

Author:

Rangachari P. K.¹,Rangachari Usha²

Affiliation:

1. Bachelor of Health Sciences (Honours) Programme, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada

2. Population Health Research Institute, Hamilton Health Sciences, McMaster University, Hamilton, Ontario, Canada

Abstract

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.

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

Link

https://www.physiology.org/doi/pdf/10.1152/advan.00092.2006

Reference14 articles.

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2. Burkhardt JM, MacDonald MC, Rathemacher AJ. Teaching Information Literacy: 35 Practical Standards-Based Exercises for College Students. Chicago, IL: American Library Association, 2003.

3. Problem-Based Learning: Librarians as Collaborators

4. Internet inspirations

5. Faculty‐librarian cooperation: a personal retrospective

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