A study of faculty teaching of information literacy in Alabama's public associate's colleges

dc.contributorAversa, Elizabeth Smith
dc.contributorDyer, Beverly
dc.contributorKatsinas, Stephen G.
dc.contributorKennamer, Mike
dc.contributor.advisorHardy, David E.
dc.contributor.authorEverett, Julia Brookshire
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T14:36:53Z
dc.date.available2017-03-01T14:36:53Z
dc.date.issued2010
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractTechnology has permeated almost every aspect of society. With this popularity of technology, information has become more accessible than ever. Because society has become inundated with information, it is more important than ever to prepare citizens to be educated consumers of information. Perhaps the community college, whose mission has always included lifelong learning, is the best type of institution to take on this mission. This study used a survey to determine if full-time instructors who teach general education courses at public associate's colleges in the state of Alabama were aware of national, as well as institutional, policies related to information literacy. In addition, this study examined the extent to which instructors at public associate's colleges in Alabama were teaching information literacy skills to students in general education courses. This study also examined certain instructor-related factors such as age, years of teaching experience, educational background, and subject matter taught to see if those factors influenced whether instructors taught information literacy skills. In addition, this study explored the collaboration activities between instructors and librarians concerning information literacy instruction for students. Finally, this study sought to ascertain why instructors choosing not to teach information literacy skills did so. Results revealed that the majority of instructors were unaware of national policies concerning information literacy. In addition, almost half of the respondents were unaware if their institutions had policies concerning information literacy or not. This study also revealed that only two factors--degree earned and subject matter taught--played a significant role in whether instructors taught information literacy skills. As technology and information continue to play an even larger role in society, administrations at all levels--regional, state, and institutional--may want to consider formally incorporating information literacy into the curriculum.en_US
dc.format.extent145 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000460
dc.identifier.otherEverett_alatus_0004D_10528
dc.identifier.urihttps://ir.ua.edu/handle/123456789/965
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectHigher education administration
dc.subjectLibrary science
dc.titleA study of faculty teaching of information literacy in Alabama's public associate's collegesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineHigher Education Administration
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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