Framing information literacy teaching grounded in theory, pedagogy, and practice
"Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable explanations of the ACRL Frames, various...
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| Weitere Verfasser: | , |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Chicago, Illinois
Association of College and Research Libraries, a division of the American Library Association
2018
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| Schriftenreihe: | Publications in librarianship
no. 73 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
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| 245 | 1 | 0 | |a Framing information literacy |b teaching grounded in theory, pedagogy, and practice |c edited by Mary K. Oberlies and Janna Mattson |
| 246 | 1 | 3 | |a Teaching grounded in theory, pedagogy, and practice |
| 246 | 1 | 0 | |a Teaching grounded in theory, pedagogy, and practice |
| 264 | 1 | |a Chicago, Illinois |b Association of College and Research Libraries, a division of the American Library Association |c 2018 | |
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| 490 | 0 | |a Publications in librarianship |v no. 73 | |
| 520 | 3 | |a "Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. Each volume explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary. Every chapter starts with a discussion about how the author(s) created the lesson, any partnerships they nurtured, and an explanation of the frame and methodology and how it relates to the development of the lesson, and provides information about technology needs, pre-instruction work, learning outcomes, essential and optional learning activities, how the lesson can be modified to accommodate different classroom setups and time frames, and assessment."--Résumé de l'éditeur | |
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| 650 | 0 | 7 | |a Informationskompetenz |0 (DE-588)4614795-0 |2 gnd |9 rswk-swf |
| 653 | 0 | |a Information literacy / Handbooks, manuals, etc | |
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| 653 | 0 | |a Information literacy / Study and teaching | |
| 653 | 0 | |a Culture de l'information / Étude et enseignement | |
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Datensatz im Suchindex
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| _version_ | 1816714459544027136 |
| adam_text | Table of Contents
xi......Acknowledgements
xiii....Introduction
Mary K. Oberlies and Janna Mattson, MLS
Narratives Lesson Plans
Volume 1. Research as Inquiry
Multidisciplinary
3....Chapter 1. Using Student Curiosity to Generate
Compelling Research Questions
Jannette L. Finch and Jolanda-Pieta van College of
Charleston
17.. .. Chapter 2. A Bird s Eye View of the Research
Process: Developing Students Attention to
Research Practices, Iterations, and Inquiry
Jennifer Jarson,Pennsylvania State University-Leigh Valley
31.. .. Chapter 3. Change is Hard: Using Conceptual
Change Theory to Promote Research as Inquiry
Kimberly Miller, Towson University
Arts Humanities
47.. .. Chapter 4. TOPIC Generation and Teaching
Research as Inquiry
KatieHassman and Benjamin Hassman, University of Iowa
67.. .. Chapter 5. Patch and PACT Writing: Engaging
Students with the ACRL Framework, Research as
Inquiry
Kelly Diamond and Laura Brady, West Virginia University
Social Science
79.. .. Chapter 6. Behind the Headlines: Current Events
Topic Discovery and Exploration Using Historical
Event Headlines
Mary K. Oberlies, University of Oregon
Table of Contents
93.. .. Chapter 7. Research as Inquiry: A Strategy for
Questioning
Sharon Radcliff, California State University, East Bay
Science and Engineering
105 .. Chapter 8. This is Terrifying! : Problem-Based
Learning, Information Literacy, and the Zika Virus
Maoria J. Kirker and Janna Mattson, George Mason University
115.. Chapter 9. Know What You Don t Know: Teaching
Chemistry Students to Ask Better Research
Questions
Talitha R. Matlin and Michael Schmidt, California State University,
San Marcos
127.. Chapter 10. Empowering Undergraduates in the
Life Sciences with Information Literacy Skills for
Graduate Research Readiness
Kelli Trei, University of Illinois at Urbana-Champaign
Volume 2. Information Has Value
Multidisciplinary
141.. Chapter 11. Wikipedia vs. the Library: WHY start
at the Library Instead of Wikipedia?
Jolanda-Pieta van Arnhem and Jannette L. Finch, College of
Charleston
159.. Chapter 12. Copyright for Scholars—Informing our
Academic Publishing Practices
Sara R. Benson, University of Illinois
Arts Humanities
171.. Chapter 13. Whose Medium? Whose Message?:
A Critical Media Literacy Approach to Information
Has Value
Hilary Bussell, The Ohio State University
185 .. Chapter 14. A Sample is a Tactic : Hip Hop
Pedagogy in Attribution and Citation
Craig Arthur, Virginia Tech, Aly Radford University, and
Katelyn Burton, Virginia Western Community College
Table of Contents
Science and Engineering
197 .. Chapter 15. The Utility of Social Media for
Teaching Information Has Value
Nora Belzowski and Kristi Bugajski, Valparaiso University
207 .. Chapter 16. The Value of Information in the Health
Sciences: First Do No Harm
Candace K. Vance, Murray State University
Volume 3. Searching as Strategic
Exploration
Multidisciplinary
221.. Chapter 17. Gathering, Evaluating, and Strategic
Exploration
Jannette L. Finch and Jolanda-Pieta van Arnhem, College of
Charleston
Arts Humanities
239 .. Chapter 18. Together We Learn: Applying Social
Constructivism in Library Instruction
Laura Skinner, Piedmont Virginia Community College and Anna
Mary Williford, University ofMontevallo
257 .. Chapter 19. Hashtags Filter Bubbles: Guiding
Students on Their Research Quest
Kelly Diamond and Laura Brady, West Virginia University
267 .. Chapter 20. Strategic Topic Development: An
Active, Flipped Lesson for First-Year Students
Tiffany Davis, Mount Saint Mary College
Social Science
277 .. Chapter 21. Pause for a Station Break: Applying
Constructivist Theory to Strategic Exploration
Joanna Gadsby, University of Maryland, Baltimore County
285 .. Chapter 22. Fostering Creative Thinking and
Reflexive Evaluation in Searching: Instructional
Scaffolding and the Zone of Proximal Development
in Information Literacy Acquisition
Melissa Clark, Stephen F. Austin State University
VI
Table of Contents
Science and Engineering
299.. Chapter 23. Using Cooperative Learning to
Encourage Students to MeSH Up Their Searches
Heather A. Johnson, Dartmouth College
311.. Chapter 24. Engineering Study Abroad as
Strategic Exploration
Emily Frank, Louisiana State University and Amanda MacDonald,
Virginia Tech
323 .. Chapter 25. Alleviating the Pain: Teaching
Research Skills to Doctoral Nursing Students
Jessica Sender, Michigan State University
333 .. Chapter 26. Data Discovery: Facilitating the
Search for Statistical Information in the Library
Classroom
Elizabeth Soergel, University of Maryland, College Park
Volume 4. Information Creation as a
Process
Multidisciplinary
347.. Chapter 27. What is an Annotated Bibliography
and WHY Should I Do One?
Jolanda-Pieta van Arnhem and Jannette L. Finch, College of
Charleston
367.. Chapter 28. Taming the Wild Ones: Leveraging
Social Learning for Information Literacy
Maoria J. Kirker, George Mason University
Arts Humanities
377 .. Chapter 29. Declaring Independence: Scaffolding
IL Skills Through Final Research Projects
Victoria Elmwood, Loyola University New Orleans
393 .. Chapter 30. Transformative Learning: Changing
ESL Students Research Methods through the
Examination of the Processes of Information
Creation
Amanda B. Albert, Washington University in St. Louis
Table of Contents
Social Science
407 .. Chapter 31. Finding Empirical Articles for
Psychology
Allison Faix, Coastal Carolina University
Science and Engineering
415.. Chapter 32. Helping Civil Engineering Students to
Meet Real-World Information Needs
Theresa Calcagno, George Mason University
427 .. Chapter 33. Beyond Is it Peer-Reviewed? :
Exploring Information Creation in the Sciences
Nicole Juve and Beth Twomey, North Dakota State University
Volume 5. Scholarship as Conversation
Multidisciplinary
439 .. Chapter 34. Pulling it all Together: Sharing your
Research Story
Jolanda-Pieta van Arnhem and Jannette L. Finch, College of
Charleston
467 .. Chapter 35. Stranger in a Strange Land: Student-
Scholar Identity as a Foundation for College-Level
Research
Allison Carr and Yvonne Nalani Meulemans, California State
University, San Marcos
Arts Humanities
479 .. Chapter 36. Topical Subjects Sources as Catalyst
for Inquiry-Based Learning
Karlie Johnson, Jacksonville State University, Katherine Eastman,
and James Gilbreath, University of Alabama
491.. Chapter 37. The Rite of Spring Information Cycle
Activity
Laura Jenemann, Boston University
viii Tabfe of Contents
Social Science
501.. Chapter 38. They All Quote Each Other! :
Discovering A Scholarly Conversation Through
Guided Inquiry
Helen McManus, George Mason University
Science and Engineering
511.. Chapter 39. What Did They Say and Why Did They
Say It? Scholarship as Conversation in the Science
Classroom
Robert Correll and Bethany Tw North Dakota State University
521.. Chapter 40. The Ecology of Information Literacy:
Modes of Inquiry, Location, and Assessment in a
Biology Department s Writing Class
Harrison Carpenter, Barbara Losoff, and Rebecca Kuglitsch,
University of Colorado
537 .. Chapter 41. Extending Evaluation: Introducing
Students to the Scholarly Conversation
Andrea Wright, Furman University
Volume 6. Authority Is Constructed and
Contextual
Multidisciplinary
551.. Chapter 42. Validating Search and Discovery Skills
through Altruistic Research: The Favor Assignment
Janette L. Finch and Jolanda-Pieta van Arnhem, College of Charleston
567.. Chapter 43. Flip It! Using a Flipped Lesson Plan to
Extend a One-Shot for a Freshman Speech Course
Allison Carr, California State University, San Marcos
579.. Chapter 44. Teaching Bias with a Skyhook
Stephen A. Sanders and Elizabeth A. Sanders, Southeastern
Louisiana University
Arts Humanities
591.. Chapter 45. Grappling with Authority in First-Year
Writing
Maglen Epstein, St. Olaf College
Table of Contents
Social Science
603 .. Chapter 46. Examining Justice Models Through
Social Media
Janna Mattson, George Mason University
613 .. Chapter 47. Teaching Business Students
Leadership Skills Using Adult Learning Theory
Charissa Jefferson, California State University, Northridge
623 .. Chapter 48. Learning Places at the Intersection of
Information Literacy and Place-Based Learning
Anne E. Leonard, New York City College of Technology
Science and Engineering
635 .. Chapter 49. Breaking it Down: Flipping Library
Instruction for Non-Traditional Undergraduate
Engineers
Kama Younger and Rebecca Orozco, University of Kansas
657 .. Chapter 50. Biased Against Apathy: Harnessing
Curiosity and Knowledge Gaps in Source Analysis
Katherine Eastman, James Gilbreath, University of Alabama, and
Karlie Johnson, Jacksonville State University
679 .. Chapter 51. On Whose Authority?: Teaching
Evidence-Based Practice Point-of-Care Research to
the Nursing Student
Lauren M. Young, Samford University and Elizabeth G. Hinton,
University of Mississippi Medical Center
695 .. Chapter 52. Evaluating and Reporting on the
Authority of Scientific Information
Denise FitzGerald Quintel, Mary Ellen Sloane, and Angelique
Troelstrup, Middle Tennessee University
xix......Conclusion
xxxiii... Index
|
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| title | Framing information literacy teaching grounded in theory, pedagogy, and practice |
| title_alt | Teaching grounded in theory, pedagogy, and practice |
| title_auth | Framing information literacy teaching grounded in theory, pedagogy, and practice |
| title_exact_search | Framing information literacy teaching grounded in theory, pedagogy, and practice |
| title_full | Framing information literacy teaching grounded in theory, pedagogy, and practice edited by Mary K. Oberlies and Janna Mattson |
| title_fullStr | Framing information literacy teaching grounded in theory, pedagogy, and practice edited by Mary K. Oberlies and Janna Mattson |
| title_full_unstemmed | Framing information literacy teaching grounded in theory, pedagogy, and practice edited by Mary K. Oberlies and Janna Mattson |
| title_short | Framing information literacy |
| title_sort | framing information literacy teaching grounded in theory pedagogy and practice |
| title_sub | teaching grounded in theory, pedagogy, and practice |
| topic | Unterricht (DE-588)4062005-0 gnd Informationskompetenz (DE-588)4614795-0 gnd |
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