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
- 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
- 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
- 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, Barbara Losoff, and Rebecca Kuglitsch, University of Colorado
- Chapter 41. Extending Evaluation: Introducing Students to the Scholarly Conversation — Andrea Wright, Furman University
- Conclusion
- Index
