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H. Miner (1956)
Body Ritual among the NaciremaAmerican Anthropologist, 58
S.L Jones, J.H Jones, K Thornton
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Kimberley Donnelly (2000)
Reflections on what happens when librarians become teachersComputers in Libraries archive, 20
R.L Morrill
Developing a personal system of values
C Sagan
The Demon‐haunted World: Science as a Candle in the Dark
B Harley
Evaluating sources of information, questions to ask
Bruce Harley, M. Dreger, Patricia Knobloch (2001)
The postmodern condition: students, the Web, and academic library servicesReference Services Review, 29
S. Blakeslee (1998)
Librarian in a Strange Land: Teaching a Freshman Orientation CourseReference Services Review, 26
C. Raymo
Skeptics and True Believers: The Exhilarating Connection between Science and Religion
B Harley
Welcome SDSU freshmen!
Teaching information literacy and critical thinking to freshmenundergraduate students can be more successful if these concepts are demonstrated to be meaningful and valuable in the context of students’ daily lives. A proper context can help freshmen acknowledge the need for, develop, and value information literacy and critical thinking. As values, both can help counter the effects of the consumerism, superficiality, and knowledge fragmentation characterizing the postmodern condition. A case study of how a lifelong values‐based syllabus for teaching information literacy and critical thinking was incorporated into a university orientation course for first semester freshmen is presented.
Reference Services Review – Emerald Publishing
Published: Dec 1, 2001
Keywords: Students; Library services; Education; Training; Values; Postmodernism
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