Description
Book SynopsisPresents lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. These six volumes provide 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.
Table of Contents
- Acknowledgements
- Introduction — Mary K. Oberlies and Janna Mattson, MLS
- 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 Students’ 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
- 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: A 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. Matlin 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
- Conclusion
- Index
