http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Critical approaches to credit-bearing information literacy courses
Introduction / Angela Pashia and Jessica Critten -- No room for argument: researching politicized topics as a learner / Susan Wood -- Critical credits: making the most of a first-year information literacy class / Erin Anthony, Rebekah Miller, and Marcia Rapchak -- When students accept their corporate overlords: privilege and position in our information society / Kate Hinnant and Robin Miller -- Balancing acts in the critical library classroom: inviting constructive dialogue and resisting post-truth discourse in politically contentious moments / Andrea Baer -- An unfinished journey: towards a democratic information literacy classroom / Rachel Dineen and Lyda Fontes McCartin -- Reflections on adopting a critical media and information literacy pedagogy / Spencer Brayton and Natasha Casey -- Opening to the margins: information literacy and marginalized knowledge / Christine M. Larson and Margaret Vaughan -- Manufacturing a context: rhetorical implications of standalone critical information literacy courses / Joel Burkholder -- Using fan studies to put information literacy in context: on teaching a credit course with a theme / Nancy Foasberg -- The machine stops: critical orientations to our information apparatus / Patrick Williams -- Examining structural oppression as a component of information literacy / Angela Pashia -- Teaching copyleft as a critical approach to "Information has value" / Kenneth Haggerty and Rachel E. Scott -- Wikipedia-based assignments and critical information literacy: a case study / Amanda Foster-Kaufman -- Exploring epistemological lineages: using the gallery walk with students and instructors of a first-year seminar course / Gina Schlesselman-Tarango.
edited by Angela Pashia and Jessica Critten.
Chicago : Association of College and Research Libraries, A division of the American Library Association, 2019