The new ACRL information literacy concepts brings renewed interest in information literacy instruction and skills for librarians. The New Information Literacy Instruction: Best Practices offers guidance in planning for and implementing information literacy instruction programs in a wide range of instructional situations. As librarians take a new look at information literacy instruction, this essential book will help guide you in creating and maintaining a quality instruction program.
The new ACRL information literacy concepts brings renewed interest in information literacy instruction and skills for librarians. The New Information Literacy Instruction: Best Practices offers guidance in planning for and implementing information literacy instruction programs in a wide range of instructional situations. As librarians take a new look at information literacy instruction, this essential book will help guide you in creating and maintaining a quality instruction program.
Patrick Ragains is Business and Government Information Librarian Emeritus at University of Nevada, Reno and is an instructor in the university's public and school librarian certification program. Ragains is editor of The New Information Literacy Instruction: Best practices (Rowman & Littlefield, 2016, coedited with M. Sandra Wood) and The New Information Literacy Instruction That Works: A Guide to Teaching by Discipline and Student Population (Neal-Schuman, 2013). His practice and research interests focus on information literacy instruction in business and the social sciences, intellectual property, supporting entrepreneurship, government information, and the history and organization of public libraries in the United States.
Inhaltsangabe
Preface Acknowledgments Part I: Supporting Specific Academic Programs Chapter 1. Think Like A Researcher: Integrating the Research Process Into the Introductory Composition Curriculum Susan Mikkelsen and Elizabeth McMunn-Tetangco Chapter 2. Pairing Course Assessment with Library Instruction Assessment of Freshmen Composition: A Collaborative Project Heidi Slater, Michelle Rachal, and Patrick Ragains Chapter 3. Best Practices in Information Literacy Instruction in Health Science Education: Case Study of Developing an Information Literacy Program in a College of Medicine Suzanne Shurtz and Laura Ferguson Chapter 4. Developing, Teaching, and Revising a Credit-bearing Information Literacy Course: Research in the Information Age Patrick Ragains Chapter 5. Building Bridges for Student Success Cindy A. Gruwell Part II: Innovative Models for Information Literacy Instruction Chapter 6. Right on Time: Best Practice in One-Shot Instruction Heidi Buchanan and Beth McDonough Chapter 7. The Role of the Flipped Classroom in Information Literacy Programs Sara Arnold-Garza Part III: Branching Out: Teaching Special Literacies Chapter 8. Visual Literacy Benjamin R. Harris Chapter 9. Information and Scientific Literacy Support: Aligning Instruction with Standards and Frames to Prepare Students for Research and Lifelong Learning Michele R. Tennant, Mary E. Edwards, Hannah F. Norton, and Sara Russell Gonzalez Chapter 10. Diving into Data: Developing Data Fluency for Librarians Scott Martin and Jo Angela Oehrli Chapter 11. Teaching Spatial Literacy: Location, Distance, and Scale Eva Dodsworth and Larry Laliberté Chapter 12. Best Practices for Teaching with Primary Sources: A Case Study Ellen Swain Chapter 13. Digitizing History: A New Course That Brings History to Wider Audiences Patrick Ragains Index About the Contributors
Preface Acknowledgments Part I: Supporting Specific Academic Programs Chapter 1. Think Like A Researcher: Integrating the Research Process Into the Introductory Composition Curriculum Susan Mikkelsen and Elizabeth McMunn-Tetangco Chapter 2. Pairing Course Assessment with Library Instruction Assessment of Freshmen Composition: A Collaborative Project Heidi Slater, Michelle Rachal, and Patrick Ragains Chapter 3. Best Practices in Information Literacy Instruction in Health Science Education: Case Study of Developing an Information Literacy Program in a College of Medicine Suzanne Shurtz and Laura Ferguson Chapter 4. Developing, Teaching, and Revising a Credit-bearing Information Literacy Course: Research in the Information Age Patrick Ragains Chapter 5. Building Bridges for Student Success Cindy A. Gruwell Part II: Innovative Models for Information Literacy Instruction Chapter 6. Right on Time: Best Practice in One-Shot Instruction Heidi Buchanan and Beth McDonough Chapter 7. The Role of the Flipped Classroom in Information Literacy Programs Sara Arnold-Garza Part III: Branching Out: Teaching Special Literacies Chapter 8. Visual Literacy Benjamin R. Harris Chapter 9. Information and Scientific Literacy Support: Aligning Instruction with Standards and Frames to Prepare Students for Research and Lifelong Learning Michele R. Tennant, Mary E. Edwards, Hannah F. Norton, and Sara Russell Gonzalez Chapter 10. Diving into Data: Developing Data Fluency for Librarians Scott Martin and Jo Angela Oehrli Chapter 11. Teaching Spatial Literacy: Location, Distance, and Scale Eva Dodsworth and Larry Laliberté Chapter 12. Best Practices for Teaching with Primary Sources: A Case Study Ellen Swain Chapter 13. Digitizing History: A New Course That Brings History to Wider Audiences Patrick Ragains Index About the Contributors
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