The members of the Association of Independent Schools Teacher-Librarian Committee have joined with subject specialists to undertake school-based projects to develop research tasks. This project outlines the objectives and the students' tasks; a reflection on subject teacher and librarian collaboration is also included.
Bibliography
of useful publications and resource materials
Fjallbrant, N. "EDUCATE: a networked user education project in Europe."IFLA Journal. 22.1 (1996): 31-34.
EDUCATE (End User Courses in Information Access through Communication Technology) is a Commission of the European Communities, Libraries Program Project for end user training in information access. The project's aim is to produce a model self-paced user education course in the selection and use of information tools. Courses have been produced within physics and electrical and electronic engineering. This article describes the course design and the media developed.
Leckie, Gloria J., and Ann Fullerton. "Information Literacy in Science and Engineering Undergraduate Education: Faculty Attitudes and Pedagogical Practices."College and Research Libraries. 60.1 (1999): 9 - 29.
The authors surveyed science and engineering faculty at the University of Western Ontario and the University of Waterloo on if and how they integrate information literacy into their courses. Specific suggestions for working with faculty in these disciplines are given.
Silverman, M.P. "Self-directed learning: a heretical experiment in teaching physics."American Journal of Physics. 63.6 (1995): 495-508.
Describes the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.
(Abstract from INSPEC database)
Smalley, Topsy. "Partnering with Faculty to Interweave Internet Instruction into College Coursework."Reference Services Review. 26.2 (1998): 19 - 27.
A successful partnership between a librarian and a faculty member to introduce physics students to Internet resources, using active learning and critical evaluation of these resources is described. The author includes examples of Web pages and exercises.
This page lists useful electronic resources for finding science information. In addition to providing links to subject specific information, this page has links to "Beginner's Guide to Surfing the Net", "Tips to Effective Internet Searching", and "What is a Good Internet Site?".
This page provides extensive lists of information literacy sites, database tutorials, and electronic reference resources for specific scientific disciplines.
This tutorial includes a link to a general information literacy tutorial, links to selected physics websites and listservs, databases, and reference sources. A link to evaluation criteria for Internet resources is also provided.
This tutorial includes useful research information under several headings, such as Reference Sources for Research in Physics, Finding Articles in Periodicals, and Understanding Citations.
Last Modified:
Modified from work by Sarah Steininger,
Indiana University School of Library and Information Science, June 2001
