Handbook on Teaching and Learning in Political Science and International Relations
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Handbook on Teaching and Learning in Political Science and International Relations

Edited by John Ishiyama, William J. Miller and Eszter Simon

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty excel as classroom teachers, the expert contributors offer representation from various types of institutions located throughout the world. Split into three distinct parts, this book discusses curriculum and course design, teaching subject areas and in class teaching techniques.
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Chapter 11: Promoting information literacy and information research

Stephen Thornton


For many, access to information – political or otherwise – is no longer a problem. In less than a generation the Internet has provided easy admission to an almost limitless repository of data. Moreover, for those suitably connected, this revolution has radically changed information behaviors. Faced with a novel concept to fathom, where once a trip to the reference library would have been the common response, a quick browse using Google or a brief consultation with ‘Dr’ Wikipedia has become the new default. This is understandable given that both the ubiquitous search engine and the popular open-access encyclopedia often provide almost instant information gratification. More recently still, other features of ‘new media’ such as social networking sites and blogs have also become established information resources for a substantial proportion of college students (Head and Eisenberg 2011). A sizable number of scholars and other commentators on the human condition have examined the opportunities and problems presented by the superabundance of information made available through a variety of media, mostly of a technological flavor.

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