The theory that information-seeking behavior follows a meandering process, in which serendipitous discovery and changing needs shape the search question itself.
Published in Chapter:
Multimodal Information Literacy in Higher Education: Critical Thinking, Technology, and Technical Skill
Marlee Givens (Georgia Institute of Technology, USA), Liz Holdsworth (Georgia Institute of Technology, USA), Ximin Mi (Georgia Institute of Technology, USA), Fred Rascoe (Georgia Institute of Technology, USA), Alison Valk (Georgia Institute of Technology, USA), and Karen E. Viars (Georgia Institute of Technology, USA)
Copyright: © 2020
|Pages: 24
DOI: 10.4018/978-1-7998-0246-4.ch005
Abstract
This chapter addresses technology in education, multimodal texts, and information literacy in a STEM research-focused university setting. Students produce multimodal content in first year composition classes, but composition instructors lack the skills required to teach students multimedia technology. Librarians respond to the needs of the faculty and students they support. Library instruction takes place within the composition class (course-integrated or “one-shot” instruction) or in a multimedia classroom at the library. The librarians bring technical skills as well as a grounding in information literacy, and their instruction increases students' written, sonic, visual and data literacy. As a result, students become more savvy content consumers as well as creators.