1. (Warren, 2006, p. 298) believes that “the philosophical commitment to teaching and learning” is what creates an environment where information literacy can flourish. (Unacceptable)
Correction
Warren (2006) believes that “the philosophical commitment to teaching and learning” (p. 298); is what creates an environment where information literacy can flourish.
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2. Warren (2006) notes that faculty “preparing to teach, grading, and reading student papers” (p. 298). (Acceptable)
3. According to Warren (2006), “accrediting agencies, professional organizations, and state departments of education” (p. 298) increasingly place high value on information literacy curriculum. ( Unacceptable)
Correction
According to Warren (2006), “accrediting agencies, professional organizations, and state departments of education” (p. 298); increasingly place high value on information literacy curriculum.
4. Warren argues that the “mandate from outside the library has been an important tool in developing new and expanding existing information literacy instruction programs” (2006, p. 298). (Unacceptable)
Correction
Warren (2006) argues that the “mandate from outside the library has been an important tool in developing new and expanding existing information literacy instruction programs” (p. 298).
5. Universities and community or technical colleges are very different. “Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development” (Warren, 2006, p. 298). (Acceptable)
6. The same survey indicated that 85 percent of the participating community college faculty agreed "strongly" or "somewhat" that faculty at their institutions are interested in students' private problems and that 83 percent agreed "strongly" or "somewhat" that faculty members are interested in the academic problems of undergraduates.
Paraphrasing
Further research revealed that faculties at various institutions focus substantially on the issues affecting the students. 85% of the participants in the survey affirmed that faculties pay close attention to their problems, including very personal problems. Additionally, 83% of the participants approved that faculty members greatly consider the undergraduates’ academic problems (Warren, 2006).
