http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
teaching grounded in theory, pedagogy, and practice
6 volumes (lx, 706 pages) : illustrations ; 23 cm
"Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable 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. Each volume explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary. Every chapter starts with a discussion about how the author(s) created the lesson, any partnerships they nurtured, and an explanation of the frame and methodology and how it relates to the development of the lesson, and provides information about technology needs, pre-instruction work, learning outcomes, essential and optional learning activities, how the lesson can be modified to accommodate different classroom setups and time frames, and assessment"--
Volume 1. Research as inquiry -- Volume 2. Information has value -- Volume 3. Searching as strategic exploration -- Volume 4. Information creation as a process -- Volume 5. Scholarship as conversation -- Volume 6. Authority is constructed and contextual.
edited by Mary K. Oberlies and Janna Mattson.
Includes bibliographical references and index.
Relations avec le corps enseignant et le programme d'études
Chicago, Illinois : Association of College and Research Libraries, a division of the American Library Association, 2018
ACRL publications in librarianship ; no. 73