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This article explores the way librarians define, leverage, and amplify expertise in a twenty-first century academic library. An expert team comprised of a nursing librarian, online learning librarian, information-literacy librarian, and assessment librarian sorted the learning outcomes from the Information-Literacy Competency Standards for Nursing created by the Health Sciences Interest Group taskforce of the Association of College and Research Libraries (ACRL) by grade-levels. Results found distinguishing experts within a library supports the customization of scaffolded instruction. Additionally, using expert teams in academic libraries supports the larger mission of universities to integrate libraries into teaching and research. 相似文献
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Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an argument or a summary on the Gulf of Tonkin and analyzed basic and disciplinary reading and writing measures. Results indicate that students with adequate content knowledge performed better on a disciplinary reading measure when composing arguments, and students with limited content knowledge demonstrated greater comprehension when composing summaries. Students with more knowledge wrote more; however, students who wrote summaries were not disadvantaged in terms of level of historical thinking or overall quality. Last, providing students with disabilities with a simple reading accommodation afforded them the ability to participate in the disciplinary literacy task at levels comparable to their peers. 相似文献
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