Framing information literacy : teaching grounded in theory, pedagogy, and practice / edited by Mary K. Oberlies and Janna Mattson
Book | Association of College and Research Libraries, a division of the American Library Association | 2018
Available at Gateway-Racine Campus Workroom Reserve (ZA 3075 F7.3 2018 Vol.1)

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More Details

Description
6 volumes (lx, 706 pages) : illustrations ; 23 cm.
Series
Bibliography
Includes bibliographical references and index.
Contents
Introduction / Mary K. Oberlies and Janna Mattson, MLS
Narratives & Lesson Plans
Multidisciplinary
Volume 1: Research as Inquiry
Chapter 1: Using Student Curiosity to Generate Compelling Research Questions / Jannette L. Finch and Jolanda-Pieta van Arnhem, College of Charleston
Chapter 2: A Bird's Eye View of the Research Process: Developing Student's Attention to Research Practices, Iterations, and Inquiry / Jennifer Jarson, Pennsylvania State University-Leigh Valley
Chapter 3: Change is Hard: Using Conceptual Change Theory to Promote "Research as Inquiry" / Kimberly Miller, Towson University
Arts & Humanities
Chapter 4: TOPIC Generation and Teaching Research as Inquiry / Katie Hassman and Benjamin Hassman, University of Iowa
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
Chapter 6: Behind the Headlines: Current Events Topic Discovery and Exploration Using Historical Event Headlines / Mary K. Oberlies, University of Oregon
Chapter 7: Research as Inquiry: Strategy for Questioning / Sharon Radcliff, California State University, East Bay
Science and Engineering
Chapter 8: "This is Terrifying!": Problem-Based Learning, Information Literacy, and the Zika Virus / Maoria J. Kirker and Janna Mattson, George Mason University
Chapter 9: Know What You Don't Know: Teaching Chemistry Students to Ask Better Research Questions / Talitha R. Matin and Michael Schmidt, California State University, San Marcos
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
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
Chapter 12: Copyright for Scholars - Informing our Academic Publishing Practices / Sara R. Benson, University of Illinois
Arts & Humanities
Chapter 13: Whose Medium? Whose Message?: A Critical Media Literacy Approach to "Information Has Value" / Hilary Bussell, The Ohio State University
Chapter 14: "A Sample is a Tactic": Hip Hop Pedagogy in Attribution and Citation / Craig Arthur, Virginia Tech, Alyssa Archer, Radford University, and Katelyn Burton, Virginia Western Community College
Science and Engineering
Chapter 15: The Utility of Social Media for Teaching Information Has Value / Nora Belzowski and Kristi Bugajski, Valparaiso University
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
Chapter 17: Gathering, Evaluating, and Strategic Exploration / Jannette L. Finch and Jolanda-Pieta van Arnham, College of Charleston
Arts & Humanities
Chapter 18: Together We Learn: Applying Social Constructivism in Library Instruction / Laura Skinner, Piedmont Virginia Community College and Anna Mary Williford, University of Montevallo
Chapter 19: Hashtags & Filter Bubbles: Guiding Students on Their Research Quest / Kelly Diamond and Laura Brady, West Virginia University
Chapter 20: Strategic Topic Development: An Active, Flipped Lesson for First-Year Students / Tiffany Davis, Mount Saint Mary College
Social Science
Chapter 21: Pause for a Station Break: Applying Constructivist Theory to Strategic Exploration / Joanna Gadsby, University of Maryland, Baltimore County
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 Univeristy
Science and Engineering
Chapter 23: Using Cooperative Learning to Encourage Students to MeSH Up Their Searches / Heather A. Johnson, Dartmouth College
Chapter 24: Engineering Study Abroad as Strategic Exploration / Emily Frank, Louisiana State University and Amanda MacDonald, Virginia Tech
Chapter 25: Alleviating the Pain: Teaching Research Skills to Doctoral Nursing Students / Jessica Sender, Michigan State University
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
Chapter 27: What is an Annotated Bibliography and WHY Should I Do One? / Jolanda-Pieta van Arnhem and Jannette L. Finch, College of Charleston
Chapter 28: Taming the Wild Ones: Leveraging Social Learning for Information Literacy / Maoria J. Kirker, George Mason University
Arts & Humanities
Chapter 29: Declaring Independence: Scaffolding IL Skills Through Final Research Projects / Victoria Elmwood, Loyola University New Orleans
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
Social Science
Chapter 31: Finding Empirical Articles for Psychology / Allison Faix, Coastal Carolina University
Science and Engineering
Chapter 32: Helping Civil Engineering Students to Meet Real-World Information Needs / Theresa Calcagno, George Mason University
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
Chapter 34: Pulling it all Together: Sharing your Research Story / Jolanda-Pieta van Arnhem and Jannette L. Finch, College of Charleston
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
Chapter 36: Topical Subjects Sources as Catalyst for Inquiry-Based Learning / Karlie Johnson, Jacksonville State University, Katherine Eastman, and James Gilbreath, University of Alabama
Chapter 37: The Rite of Spring Information Cycle Activity / Laura Jenemann, Boston University
Social Science
Chapter 38: "They All Quote Each Other!": Discovering A Scholarly Conversation Through Guided Inquiry / Helen McManus, George Mason University
Science and Engineering
Chapter 39: What Did They Say and Why Did They Say It? Scholarship as Conversation in the Science Classroom / Robert Correll and Bethany Twomey, North Dakota State University
Chapter 40: The Ecology of Information Literacy: Modes of Inquiry, Location, and Assessment in a Biology Department's Writing Class / Harrison Carpenter, Barabara Losoff, and Rebecca Kuglitsch, University of Colorado
Chapter 41: Extending Evaluation: Introducing Students to the Scholarly Conversation / Andrea Wright, Furman University
Volume 6: Authority Is Constructed and Contextual
Multidisciplinary
Chapter 42: Validating Search and Discovery Skills through Altruistic Research: The Favor Assignment / Janette L. Finch and Jolanda-Pieta van Arnhem, College of Charleston
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
Chapter 44: Teaching Bias with a Skyhook / Stephen A. Sanders and Elizabeth A. Sanders, Southeastern Louisiana University
Arts & Humanities
Chapter 45: Grappling with Authority in First-Year Writing / Maglen Epstein, St. Olaf College
Social Science
Chapter 46: Examining Justice Models Through Social Media / Janna Mattson, George Mason University
Chapter 47: Teaching Business Students Leadership Skills Using Adult Learning Theory / Charissa Jefferson, California State University, Northridge
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
Chapter 49: Breaking it Down: Flipping Library Instruction for Non-Traditional Undergraduate Engineers / Karna Younger and Rebecca Orozco, University of Kansas
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
Chapter 51: One 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
Chapter 52: Evaluating and Reporting on the Authority of Scientific Information / Denise FitzGerald Quintel, Mary Ellen Sloane, and Angelique Troelstrup, Middle Tennessee University
Conclusion
Summary
"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"-- Provided by publisher.
180.00 PRF (99-PRF-9)
Language
Text in English.
Subject
Added Author
Mattson, Janna L., editor.
Oberlies, Mary K., editor.
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