EN111 | General Literary Studies in Literary Studies - Herzing university

EN111 Information Literacy Unit 6 Assessment Integrating Sources

Instructions

Develop: Integrating Sources Smoothly Evaluation Title: Integrating Sources This assignment develops your ability to smoothly and correctly integrate sources into your own written work in APA style. After reading the original source material, you will read five samples that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, indicate Acceptable. If not, indicate Unacceptable and then write a version that correctly integrates the source. The final prompt, number 6, provides a section of the text that you will paraphrase. Your assignment submission should be a Word document that fully adheres to the instructions listed above.

Assignment Purpose:

This assignment provides you with an opportunity to develop your ability to smoothly and correctly integrate sources into your own written work in APA style. It is worth a possible 70 points.

Assignment Description:

Read the original source below. Then read samples 1-5 that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, select Acceptable. If not, select Unacceptableand then write a version that correctly integrates the source.The final prompt, number 6, provides a section of the text that you will paraphrase.

Original source:

One of the important factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning. Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development. A recent survey by the Higher Education Research Institute at the University of California at Los Angeles found that 64 percent of fulltime community college faculty members spend thirteen or more hours each week actually teaching. About half of the surveyed faculty spend another five to twelve hours preparing to teach, grading, and reading student papers. Fewer than 12 percent spend five or more hours per week on research or scholarly writing. The same survey indicated that 85 percent of the participating community college faculty agreed "strongly" or "somewhat" that faculty at their institutions are interested in students' personal problems and that 83 percent agreed "strongly" or "somewhat" that faculty members are interested in the academic problems of undergraduates. The learning college principles and the emphasis on learning are a natural fit with informationliteracy, particularly given information literacy's solidification in the ten years since the Branch and Gilchrist article was published. Association of College and Research Libraries’ (ACRL) InformationLiteracy Competency Standards for Higher Education came four years after the article. For example, accrediting agencies, professional organizations, and state departments of education recognize information literacy as a necessary part of higher education. This mandate from outside the library has been an important tool in developing new and expanding existing information literacyinstruction programs. The outside forces encourage acceptance internally and create opportunities to incorporate information literacy in the curriculum in new ways. Warren, L. A. (2006). Information literacy in community colleges focused on learning. Reference & User Services Quarterly, 45(4), 297-303.