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Information literacy instruction handbook

Author: Christopher N Cox; Elizabeth Blakesley
Publisher: Chicago : Association of College and Research Libraries, 2008.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
From the Publisher : This book gathers seventeen case-studies using unique instructional methodologies framed by sound pedagogical theory. As the mission of academic libraries has moved away from maintaining collections toward educating users in research methodologies, a need for new approaches to teaching are required. Many librarians come from disciplines other than education and therefore need to upgrade their  Read more...
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Christopher N Cox; Elizabeth Blakesley
ISBN: 9780838909638 0838909639
OCLC Number: 191881975
Description: 236 pages ; 23 cm
Contents: History of information literacy --
The psychology of learning : connecting theory to practice --
Teaching --
Collaboration --
Curriculum issues in information literacy instruction --
Program management --
Leadership --
Student academic integrity --
Instruction & program design through assessment --
Diversity --
Instructional technologies --
Future of information literacy.
Responsibility: edited by Christopher N. Cox, Elizabeth Blakesley Lindsay.
More information:

Abstract:

From the Publisher : This book gathers seventeen case-studies using unique instructional methodologies framed by sound pedagogical theory. As the mission of academic libraries has moved away from maintaining collections toward educating users in research methodologies, a need for new approaches to teaching are required. Many librarians come from disciplines other than education and therefore need to upgrade their skills in the area of instruction. This practical casebook is of great advantage to librarians who have had little formal training in education. Cases included cover the broad spectrum of education from behavioral to cognitive to constructivist. Each chapter is grounded in the educational and library literature and explores the potential of using pedagogical approaches which closely match instructional aims.

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