Reading, research, and writing: teaching information literacy with process-based research assignments
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Chicago
Association of College and Research Libraries, a division of the American Library Association
[2017]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | Literaturangaben |
| Beschreibung: | V, 131 Seiten Illustrationen |
| ISBN: | 9780838988756 |
Internformat
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| 245 | 1 | 0 | |a Reading, research, and writing |b teaching information literacy with process-based research assignments |c by Mary Snyder Broussard |
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Datensatz im Suchindex
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|---|---|
| adam_text | Table of Contents
v.....Acknowledgments
l.....Chapter l. Why Learn about Reading and Writing?
2 Why Are Reading and Writing So Hard?
6 Why Do Librarians Need to Revisit the Research
on Reading and Writing?
14 This Book
17 Notes
23....Chapter 2. Theoretical Foundations of Process-Based
Information Literacy
24 Cognitive Needs
28 Affective Needs
32 Encouraging Students Cognitive and Affective
Progress
33 A Theory of Process-Based information Literacy
40 Reflections on Process-Based Information
Literacy
40 Notes
45....Chapter 3. Informal, Low-Stakes Writing
46 Process, Creativity, and Low-Stakes Writing
48 Types of Low-Stakes Writing
50 Purposes of Low-Stakes Writing
59 Conclusion
59 Notes
63....Chapter 4. Reading for Comprehension and Reading to
Write
66 Meaning Making from Texts
69 Reading and the Framework
71 Reading Comprehension Strategies to Teach
Students
84 Conclusion
84 Notes
IV TABLE OF CONTENTS
89....Chapter 5. High-Stakes Writing-from-Sources
90 Assignment Design ,
94 Instructional Supports
105 Conclusion
106 Notes
109....Chapter 6. Turning Theory into Practice
110 Question l: Is There a Recommended Framework
for Implementation That Would Help Librarians
Put This Theory into Practice?
111 Question 2: What Do Librarians Need to Give
Up in Order to Move toward a Rhetorical,
Process-Based Approach to Information Literacy
Instruction?
113 Question 3: Are There Any Time-Management
Strategies to Facilitate Process-Based
Information Literacy Instruction?
121 Question 4: Lifelong Learning and Developing
Complex Research Skills over Time Require
Students to Transfer Their Information Literacy
Skills from One Context to Another. How Do
Librarians Teach for Knowledge Transfer?
123 Question 5: How Do Librarians Manage Change
at the Program Level?
125 Conclusion
127 Notes
|
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| title | Reading, research, and writing teaching information literacy with process-based research assignments |
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| title_sort | reading research and writing teaching information literacy with process based research assignments |
| title_sub | teaching information literacy with process-based research assignments |
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