Contemporary standards suggest that information literate activity is a solitary process.As a corrective, research and pedagogical theory related to "learning communities" and
Abstract:Purpose: To offer definitions and application scenarios for three interdisciplinary heuristics designed to encourage a more holistic view of texts with the objective of raising awareness and enhancing the information literacy of student researchers.
Planets are observed to orbit the component star(s) of stellar binary systems on so-called circumprimary or circumsecondary orbits, as well as around the entire binary system on so-called circumbinary orbits. Depending on the orbital parameters of the binary system a planet will be dynamically stable if it orbits within some critical separation of the semimajor axis in the circumprimary case, or beyond some critical separation for the circumbinary case. We present N-body simulations of star-forming regions that contain populations of primordial binaries to determine the fraction of binary systems that can host stable planets at various semimajor axes, and how this fraction of stable systems evolves over time. Dynamical encounters in star-forming regions can alter the orbits of some binary systems, which can induce long-term dynamical instabilities in the planetary system and can even change the size of the habitable zone(s) of the component stars. However, the overall fraction of binaries that can host stable planetary systems is not greatly affected by either the assumed binary population, or the density of the star-forming region. Instead, the critical factor in determining how many stable planetary systems exist in the Galaxy is the stellar binary fraction – the more stars that are born as singles in stellar nurseries, the higher the fraction of stable planetary systems.
Purpose -This paper seeks to offer a rationale and practical suggestions for the integration of visual literacy instruction and information literacy instruction practice and theory. Design/methodology/approach -The paper aligns visual literacy and information literacy competency standards, revealing connections and opportunities for practical integration during library instruction and traditional classroom instruction. Findings -On analysis of 11 visual literacy competencies, three exhibit a strong relationship with the ACRL's Information Literacy Competency Standards. Practical implications -The paper provides guidelines for teaching and learning scenarios that may be used in a library instruction session or as part of a course curriculum. Originality/value -The paper advocates the alignment of visual literacy and information literacy competencies as a method for connecting multiple literacies in information literacy instruction.
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