Abstract
Information literacy skills are common learning indicators appearing in higher education and professional accreditation documents. The authors examine the connections between accreditation standards, information literacy standards, and the development of student information literacy skills through the discipline-specific research and subject context of the advertising field. Using the advertising field as an example, the article illustrates how various learning outcomes can be linked and woven into class assignments and projects with wide application across a variety of disciplines. ABSTRACT FROM AUTHOR Copyright of College & Undergraduate Libraries is the property of Haworth Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts); Information literacy skills are common learning indicators appearing in higher education and professional accreditation documents. The authors examine the connections between accreditation standards, information literacy standards, and the development of student information literacy skills through the discipline-specific research and subject context of the advertising field. Using the advertising field as an example, the article illustrates how various learning outcomes can be linked and woven into class assignments and projects with wide application across a variety of disciplines. ABSTRACT FROM AUTHOR Copyright of College & Undergraduate Libraries is the property of Haworth Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
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