Question - Faculty of Arts - University of Waterloo

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1. Students read the topic. 2. Students read a sample database search (PDF).
3. Students provide short answers to questions that check their ability to make sense <strong>of</strong> the results <strong>of</strong> the database search.
Page 1 and 2: Embedding Information Literacy in t
Page 3 and 4: Tempo - Germany’s premium tissue!
Page 5 and 6: University of Waterloo: Statistics
Page 7 and 8: New Issues and Implications Course
Page 9 and 10: Students would be able to James’
Page 11 and 12: Why Use CMS to Deliver InfoLit? In
Page 13 and 14: Question The co-operation outlined
Page 15 and 16: Information What Did We Do? - Chart
Page 20 and 21: Automatic feedback is brief since i
Page 22 and 23: Did Students Engage with the Materi
Page 24 and 25: The Students’ Answers Relied on
Page 26 and 27: Was James Satisfied? Is a prof eve
Page 28 and 29: Instructional challenge - Independe
Page 30 and 31: The Students’ Answers Made use o
Page 32 and 33: Instructional Challenge - Poor rese
Page 34 and 35: Course objectives highlight the imp
Page 36 and 37: Scaffolded InfoLit: Content 1. Stud
Page 38 and 39: Scaffolded InfoLit: Application 3.
Page 40 and 41: This is a special “Tempo with Lot
Page 42 and 43: Feedback: Students Saw Value . . .
Page 44 and 45: Feedback: Students Saw No Value . .
Page 46 and 47: Final Question Our approach has be
Page 48: University of Waterloo Acknowledgem

Question - Faculty of Arts - University of Waterloo

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