Information literacy (IL) is a critical component of a 21st century education. Education professors are confronted with the responsibility of teaching information literacy on two levels since pre-service teachers need to become proficient in IL skills for their own success and also need to learn how to teach their future students to become information literate (Branch, 2003;Carr, 1998; Hinchcliffe, 2003). In an effort to determine the extent to which teacher education programs incorporate information literacy instruction, researchers at a large midwestern university conducted a survey of teacher education faculty in selected states. The survey sought to gather data related to faculty knowledge, inclusion, and assessment of information literacy in teacher education programs, and the degree to which there was collaboration between librarians and faculty in the teaching of information literacy skills.
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In 1981, James Rice proposed that there are three levels of library instruction: library orientation, library instruction, and bibliographic instruction. Library orientation provides an introduction for users to the physical library layout and selected resources and services. The more subtle objectives are to reduce user anxiety, motivate subsequent use, and promote the availability of helpful service. In Rice's model, the second level provides a more extensive explanation of specific library materials and the third is the offering of formal courses in bibliography.
The purpose of this study is to examine the extent to which health education has become a distinctly separate field of inquiry as evidenced by the patterns of information transfer in the health education research literature. Bibliometric analysis is used to determine: (1) if health education has an identifiable core of journals, (2) the extent to which health education research is derivative of research from other disciplines and (3) the extent to which research from other disciplines draws upon research published in health education journals. The results suggest that there is an identifiable core of journals that serve to characterize health education as a distinct field of inquiry. However, health education research is found to be more derivative of research from other fields than are the other comparative fields in the sample. Moreover, researchers in other disciplines use health education research less than half as often as health education uses its own research. Differences in citing patterns in journals dedicated to health education and by researchers publishing on health education topics in research journals of other areas seem to indicate that health education research is not one unified undertaking.
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