Reading, Research, and Writing Teaching Information Literacy with Process-Based Research Assignments

ISBN-13: 9780838988756 / Angielski / Miękka / 2017 / 140 str.

Mary Snyder Broussard

Opis

Through theory and examples, and with ACRL's Framework for Information Literacy for Higher Education integrated throughout, Reading, Research, and Writing shows just how difficult research assignments can be for novice learners, and offers concrete plans and approaches for building assignments that enhance student learning.

Spis treści

• Acknowledgments
• Chapter 1. Why Learn about Reading and Writing?
• Why Are Reading and Writing So Hard?
• Why Do Librarians Need to Revisit the Research on Reading and Writing?
• This Book
• Notes
• Chapter 2. Theoretical Foundations of Process-Based Information Literacy
• Cognitive Needs
• Affective Needs
• Encouraging Students’ Cognitive and Affective Progress
• A Theory of Process-Based Information Literacy
• Reflections on Process-Based Information Literacy
• Notes
• Chapter 3. Informal, Low-Stakes Writing
• Process, Creativity, and Low-Stakes Writing
• Types of Low-Stakes Writing
• Purposes of Low-Stakes Writing
• Conclusion
• Notes
• Chapter 4. Reading for Comprehension and Reading to Write
• Meaning Making from Texts
• Reading and the Framework
• Reading Comprehension Strategies to Teach Students
• Conclusion
• Notes
• Chapter 5. High-Stakes Writing-from-Sources
• Assignment Design
• Instructional Supports
• Conclusion
• Notes
• Chapter 6. Turning Theory into Practice
• Question 1: Is There a Recommended Framework for Implementation That Would Help Librarians Put This Theory into Practice?
• Question 2: What Do Librarians Need to Give Up in Order to Move toward a Rhetorical, Process-Based Approach to Information Literacy Instruction?
• Question 3: Are There Any Time-Management Strategies to Facilitate Process-Based Information Literacy Instruction?
• 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?
• Question 5: How Do Librarians Manage Change at the Program Level?
• Conclusion
• Notes