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The Spring 2006 Special Issue of inventio (an online journal of creative thinking and teaching) seeks to explore the processes, philosophies, and strategies that institutions, departments, and individual faculty have used to address the integration of information literacy and/or information technology fluency in the learning experience of students.
We are interested in articles that address a programmatic approach to such integration, either giving a broad overview of a program at an institutional level, or concentrating on the development of one aspect of a program.
Additionally, we are interested in papers that discuss a specific assignment or project that asks students to use technology or apply information literacy skills to solve a problem or create a product appropriate to their area of study.
Questions that articles might consider include:
How do institutions or departments go about deciding what technology or information literacy goals are important to include?
What methods are used to assess the state of students' information or technology literacy?
How much and what kind of support do students need in incorporating technology in their learning?
How much and what kind of support do faculty need?
What changes have faculty made in their courses or in requirements of their majors to incorporate technology or information literacy skills or to use technology to enhance learning?
Queries, abstracts and articles to the Guest Editors
Dee Holisky: dholisky@gmu.edu
Anne Agee: aagee@gmu.edu
(George Mason University)
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