Teaching Information Literacy and Writing Studies

Teaching Information Literacy and Writing Studies
Author: Grace Veach
Publsiher: Purdue University Press
Total Pages: 331
Release: 2018-09-15
Genre: Language Arts & Disciplines
ISBN: 9781612495477

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This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.

Reading Research and Writing

Reading  Research  and Writing
Author: Mary Snyder Broussard
Publsiher: Association of College & Research Libraries
Total Pages: 131
Release: 2017
Genre: Academic libraries
ISBN: 083898875X

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Information literacy involves a combination of reading, writing, and critical thinking. Librarians in an academic library, while not directly responsible for teaching those skills, are involved in making such literacy part of the students' learning process. Broussard approaches the misconceptions about the relationship between libraries as a source of information literacy, and offers suggestions on providing students support when working on research papers.

Teaching Information Literacy and Writing Studies

Teaching    Information Literacy and Writing Studies
Author: Grace Veach
Publsiher: Purdue University Press
Total Pages: 306
Release: 2019-01-15
Genre: Language Arts & Disciplines
ISBN: 9781612495569

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This volume, edited by Grace Veach, explores leading approaches to teaching information literacy and writing studies in upper-level and graduate courses. Contributors describe cross-disciplinary and collaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include: working with varied student populations, teaching information literacy and writing in upper-level general education and disciplinary courses, specialized approaches for graduate courses, and preparing graduate assistants to teach information literacy.

Information Literacy and Writing Studies in Conversation

Information Literacy and Writing Studies in Conversation
Author: Andrea Baer
Publsiher: Library Juice Press
Total Pages: 202
Release: 2016-05-01
Genre: Education
ISBN: 1634000218

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This book is intended to help widen and deepen the conversations between librarians and composition instructors.

Teaching Information Literacy in Higher Education

Teaching Information Literacy in Higher Education
Author: Mariann Lokse,Torstein Lag,Mariann Solberg,Helene N. Andreassen,Mark Stenersen
Publsiher: Chandos Publishing
Total Pages: 174
Release: 2017-03-22
Genre: Education
ISBN: 9780081010051

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Why do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy has become increasingly important in academia. Also, students that know how to learn have a better chance of adapting their learning strategies to the demands of higher education, and thus completing their degree. The authors discuss the various aspects of how academic integrity and information literacy are linked to learning, and provide examples on how our theories can be put into practice. The book also provides insight on the normative side of higher education, namely academic formation and the personal development process of students. The cognitive aspects of the transition to higher education, including learning strategies and critical thinking, are explored; and finally the book asks how information literacy teaching in higher education might be improved to help students meet contemporary challenges. Presents critical thinking and learning strategies as a basic foundation for information literacy Covers information literacy as a way into deep learning/higher order thinking Provides self-regulation, motivation, and self-respect as tools in learning Emphasizes the interdependence of learning, academic integrity, critical thinking, and information literacy A practical guide to teaching information literacy based on an increased focus on the learning process, an essential for Information literacy graduate students and higher education teaching staff in relevant fields

Information Literacy

Information Literacy
Author: Barbara J. D'Angelo,Sandra Jamieson,Barry M. Maid,Janice R. Walker
Publsiher: CSU Open Press
Total Pages: 0
Release: 2017
Genre: Information literacy
ISBN: 1607326574

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"Bringing together scholarship and pedagogy from a multiple of perspectives and disciplines to provide a broader and more complex understanding of information literacy and suggests ways that teaching and library faculty can work together to respond to the rapidly changing and dynamic information landscape"--Provided by publisher.

Best Practices for Credit Bearing Information Literacy Courses

Best Practices for Credit Bearing Information Literacy Courses
Author: Christopher Vance Hollister
Publsiher: Assoc of Cllge & Rsrch Libr
Total Pages: 289
Release: 2010
Genre: Information literacy
ISBN: 9182736450XXX

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This work is a collection of previously unpublished papers in which contributing authors describe and recommend best practices for creating, developing and teaching credit-bearing information literacy (IL) courses at the college and university level. Contributors include academic librarians from universities, four-year colleges and community colleges to demonstrate successful IL course endeavors at their respective institutions. It includes several case studies of both classroom and online IL courses; some are elective and some required, some are discipline-specific and others are integrated into academic programs or departments. Contributors discuss useful and effective methods for developing, teaching, assessing and marketing courses. Also included are chapters on theoretical approaches to credit bearing IL courses and their history in higher education. Organized around three themes, create, develop and teach, this book provides practitioners and administrators with a start-to-finish guide to best practices for credit-bearing IL courses.

Naming What We Know

Naming What We Know
Author: Linda Adler-Kassner,Elizabeth Wardle
Publsiher: University Press of Colorado
Total Pages: 267
Release: 2015-06-15
Genre: Language Arts & Disciplines
ISBN: 9780874219906

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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.