Kooperativer Bibliotheksverbund

UID:

Format: XXIV, 556 Seiten : , Illustrationen, Diagramme.

Edition: 1. publ.

ISBN: 0-415-46903-1 , 978-0-415-46903-6

Series Statement: Routledge international handbooks

Note: Part 1: Reading Social and Cultural Influences on Children's Motivation for Reading. Literature for Children. Approaches to Teaching Literature. Reading and Teaching Short Stories, Based on Process Studies and Experimental Research. Comprehension Instruction: Merging Two Historically Antithetical Perspectives. The Genre-Specific Nature of Reading Comprehension. Morphological Knowledge and Learning to Read in English. Phonological Development Across Different Languages. Interaction and Learning to Read: Towards a Dialogic Approach. Part 2: Writing Facilitating Writing Development. Writing in the Early Years. The Ontogenesis of Writing in Childhood and Adolescence. Composition Across Levels of Schooling: Cognitive, Textual and Social Dimensions. Rhythm And Blues: Making Textual Music with Grammar and Punctuation. Linguistic Foundations of Spelling Development. Handwriting and Writing. Part 3: Language Orality, Literacy, and Culture: Talk, Text, and Tools in Ideological Contexts. Understanding Language Development. Bilingualism and English Language Teaching. Drama-Teaching, Learning, Language and Literacy. Classroom Discourse: Towards a Dialogic Pedagogy Part 4: Teaching English, Language and Literacy Critical Approaches to Teaching Language, Reading and Writing. Culturally Responsive Teacher Preparation: Learning in Field Experiences for Prospective Literacy Educators. The Text Environment and Learning to Read: Windows and Mirrors. Shaping Literate Lives. The Relationship Between Home And School. Literacy Practices. Gender and the Teaching of English. An Outward, Inward, and School-ward Overview of Interactive Communication. Technologies Across the Literacy Landscape. Multimodality, Literacy and School English. A Very Long Engagement: English and The Moving Image. Reading, Writing and Speaking Poetry. Teaching Shakespeare. Difficulties in Learning Literacy. Classroom Assessment. Initial Teacher Preparation for Reading

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 0-203-86309-7

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-0-203-86309-1

Language: English

Subjects: English Studies

Keywords: Englischunterricht ; Aufsatzsammlung ; Aufsatzsammlung

URL: Inhaltsverzeichnis

URL: Inhaltsverzeichnis

URL: Inhaltsverzeichnis

Author information: Wyse, Dominic, 1964-

UID:

Format: x, 295 p.

Edition: 1st ed.

ISBN: 1-282-97692-3 , 9786612976926 , 90-272-8751-1

Series Statement: AILA applied linguistics series ; v. 7

Content: Based on a longitudinal study of an international educational programme in English as the participants' lingua franca, this chapter argues for 'integrative explaining' as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive 'principle of joint forces' and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge.

Note: Bibliographic Level Mode of Issuance: Monograph , Language Use and Language Learning in CLIL Classrooms -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Preface -- References -- Charting policies, premises and research on content and language integrated learning -- 1. Defining CLIL -- 2. CLIL in Europe: Policy and implementation -- 3. Underlying assumptions -- 4. Overview of research on CLIL -- 5. On theoretical and methodological trends -- 6. Introducing the volume -- References -- Websites mentioned -- Part I. General and theoretical issues -- On the natural emergence of language structures in CLIL -- 1. Introduction -- 2. Methodology -- 3. Results and discussion -- 3.1 Samples from the corpus -- 3.2 The alignment of grammar and content in CLIL learner discourse -- 3.3 The transfer of L1 academic knowledge into an L2 -- 3.4 The growth of L2 interlanguage in CLIL -- 4. Conclusion -- References -- The pragmatics of L2 in CLIL -- 1. Introduction -- 2. Which pragmatics of SLA? -- 3. Pragmatic effects in CLIL -- 3.1 Data -- 3.2 Spoken production or classroom activity? -- 3.3 Through the bottleneck: The pragmatics of CLIL -- 3.4 Further evidence for the mask effect -- 4. Conclusion: Cognitive echo -- References -- Part II. CLIL at the secondary level -- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction -- 1. Introduction -- 2. Theoretical background -- 2.1 Narratives -- 2.2 Communicative strategies -- 3. Setting and participants -- 3.1 CLIL in Austria -- 3.2 Participants and data collection -- 4. Findings -- 4.1 Macro-level (creating coherent narratives) -- 4.2 Micro-level (mastering the language system) -- 4.3 Communicative strategies -- 5. Conclusion -- References -- Using a genre-based approach to integrating content and language in CLIL -- 1. Introduction -- 2. Genre and subject-specific literacy. , 3. Genre-based pedagogy -- 4. Genres in secondary school history -- 5. Three examples of classroom practice in secondary CLIL history -- 5.1 Classroom Examples 1 and 2: building field knowledge together -- 5.2 Classroom Example 3: Student presentations -- 6. Genre and the 4 Cs approach to CLIL -- 7. Genre and CLIL teacher education -- 8. Conclusion -- References -- Effects of CLIL on a teacher's classroom language use -- 1. Introduction -- 2. Theoretical approach, data and methods of analysis -- 3. Findings -- 3.1 Different patterns of interaction -- 3.2 Subtle means of meaning making used differently -- 4. Concluding remarks -- References -- Appendix -- Transcription conventions -- Writing and speaking in the history class -- 1. Introduction -- 2. Theoretical background: Genre and register -- 3. The study -- 4. Analysis of the data -- 4.1 Process types -- 4.1.1 Circumstances -- 4.1.2 Clause complexes -- 4.1.3 Modality -- 5. Discussion -- 6. Conclusions and pedagogic implications -- References -- Language as a meaning making resource in learning and teaching content -- 1. Introduction -- 2. Systemic functional theory -- 2.1 Grammatical metaphor -- 2.1.1 Syntactic intricacy -- 2.2.2 Thematic organization -- 3. The study -- 4. Methodology -- 5. Results -- 5.1 Grammatical metaphor: Syntactic perspective -- 5.2 Grammatical metaphor: Thematic perspective -- 6. Discussion -- References -- The CLIL differential -- 1. Introduction -- 2. Literature review on CLIL writing -- 3. The case study: Sample and method -- 3.1 A model for rating writing ability -- 4. Findings -- 4.1 Task fulfilment -- 4.2 Organisation -- 4.3 Grammar -- 4.4 Vocabulary -- 5. Conclusion -- References -- Appendix -- 1. Rating scale used for assessment (adapted from Friedl/Auer 2007): -- 2. Sample texts -- Written production and CLIL -- 1. Introduction -- 2. The Basque Country and CLIL. , 3. Hypotheses -- 4. The study -- 4.1 Participants -- 4.2 Instruments and procedure -- 5. Results -- 6. Discussion -- 7. Conclusions -- Acknowledgement -- References -- Part III. CLIL at the tertiary level -- Metadiscursive devices in university lectures -- 1. Introduction -- 1.1 Aims and scope -- 1.2 The data: Collection and description -- 2. Lectures from the perspective of systemic functional linguistics and genre theory -- 2.1 Lectures as an educational genre: A functional view -- 2.2 A metadiscourse taxonomy for lecture analysis -- 3. Findings and discussion: Lecture performance in Spanish (L1) and English (L2) -- 3.1 Discourse Structure markers -- 3.2 Interaction markers -- 3.3 Conclusion markers -- 4. Conclusions and implications -- References -- Language Matters -- 1. Introduction -- 2. Method -- 2.1 Dependent variables -- 3. Results and analysis -- 3.1 Lecture comprehension issues -- 3.2 Background variables -- 4. Discussion -- 4.1 Validity -- 4.2 Improving EM instruction -- 5. Conclusion -- References -- Appendix -- SOME QUESTIONS ABOUT YOUR BACKGROUND -- Have you received any other forms of English instruction in high school? (You may give several answers) -- QUESTIONS ABOUT YOUR UNIVERSITY LEVEL STUDIES -- QUESTIONS ABOUT YOUR ATTENDING AN ENGLISH-MEDIUM COURSE OR PROGRAM -- Indicate your reasons for attending an English-Medium course: -- QUESTIONS ABOUT YOUR UNDERSTANDING OF LECTURES IN YOUR FIRST LANGUAGE (SUCH AS NORWEGIAN). YOU MAY ANSWER ON THE BASIS OF COURSES YOU HAVE HAD EARLIER. -- QUESTIONS ABOUT YOUR UNDERSTANDING OF LECTURES IN ENGLISH -- IF YOU HAVE TIME TO ANSWER: -- CLIL in an English as a lingua franca (ELF) classroom -- 1. Introduction -- 2. The study: Setting and methodology -- 3. On conceptualising 'interactive explaining' -- 4. Analysing intex on lexical items -- 4.1 Explaining subject-specific terms. , 4.2 Explaining general language terms. -- 5. Conclusions -- References -- Appendix -- Transcription conventions -- Language use and language learning in CLIL -- 1. Summary of findings -- 2. Contentious issues -- 2.1 Dilemmas of comparison and implications of research for practice -- 2.2 Policy and reality: tensions and pretensions -- 2.3 CLIL or CEIL (Content and English Integrated Learning)? -- 2.4 Integrating language and content - from duality to fusion? -- References -- Subject index -- The AILA Applied Linguistics Series. , English

Additional Edition: ISBN 90-272-0523-X

Language: English

UID:

Format: 1 online resource

Content: This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

Note: Front Matter -- Introduction, Barbara J. D'Angelo, Sandra Jamieson, Barry Maid, and Janice R. Walker -- Part I. Situating Information Literacy -- Chapter 1. Writing Information Literacy: A Retrospective and a Look Ahead, Rolf Norgaard and Caroline Sinkinson -- Chapter 2. Threshold Concepts: Integrating and Applying Information Literacy and Writing Instruction, Barry Maid and Barbara D'Angelo -- Chapter 3. Employer Expectations of Information Literacy: Identifying the Skills Gap, Dale Cyphert and Stanley P. Lyle -- Chapter 4. Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know, Kathleen Blake Yancey -- Chapter 5. Information Literacy in Digital Environments: Construct Mediation, Construct Modeling, and Validation Processes, Irvin R. Katz and Norbert Elliot -- Part II. Researching Information Literacy -- Chapter 6. What the Citation Project Tells Us about Information Literacy in College Composition, Sandra Jamieson -- Chapter 7. Preliminary Paths to Information Literacy: Introducing Research in Core Courses, Katt Blackwell-Starnes -- Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers, Karen Gocsik, Laura R. Braunstein, and Cynthia E. Tobery -- Chapter 9. Understanding and Using Sources: Student Practices and Perceptions, Patti Wojahn, Theresa Westbrock, Rachel Milloy, Seth Myers, Matthew Moberly, and Lisa Ramirez -- Chapter 10. Writing Information Literacy in First-Year Composition: A Collaboration among Faculty and Librarians, Donna Scheidt, William Carpenter, Robert Fitzgerald, Cara Kozma, Holly Middleton, and Kathy Shields -- Part III. Incorporating and Evaluating Information Literacy in Specific Courses -- Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way, Miriam Laskin and Cynthia R. Haller -- Chapter 12. Ethics, Distribution, and Credibility: Using an Emerging Genre to Teach Information Literacy Concepts, Christopher Toth and Hazel McClure -- Chapter 13. Information Literacy Preparation of Pre-Service and Graduate Educators, Susan Brown and Janice R. Walker -- Chapter 14. Not Just for Citations: Assessing Zotero While Reassessing Research, Rachel Rains Winslow, Sarah L. Skripsky, and Savannah L. Kelly -- Chapter 15. Quantitative Reasoning and Information Literacy in Economics, Diego Méndez-Carbajo -- Part IV. Collaborating to Advance Programmatic Information Literacy -- Chapter 16. Moving Ahead by Looking Back: Crafting a Framework for Sustainable, Institutional Information Literacy, Lori Baker and Pam Gladis -- Chapter 17. Supporting Academics to Embed Information Literacy to Enhance Students' Research and Writing Process, Angela Feekery, Lisa Emerson, and Gillian Skyrme -- Chapter 18. Building Critical Researchers and Writers Incrementally: Vital Partnerships Between Faculty and Librarians, Alison S. Gregory and Betty L. McCall -- Chapter 19. Impacting Information Literacy through Alignment, Resources, and Assessment, Beth Bensen, Denise Woetzel, Hong Wu, and Ghazala Hashmi -- Chapter 20. Bridging the Gaps: Collaboration in a Faculty and Librarian Community of Practice on Information Literacy, Francia Kissel, Melvin R. Wininger, Scott R. Weeden, Patricia A. Wittberg, Randall S. Halverson, Meagan Lacy, and Rhonda K. Huisman -- Afterword, Trudi E. Jacobson -- Contributors , In English.

Additional Edition: ISBN 1-64215-083-5

Language: English

UID:

Format: 1 online resource

Content: This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

Note: Front Matter -- Introduction, Barbara J. D'Angelo, Sandra Jamieson, Barry Maid, and Janice R. Walker -- Part I. Situating Information Literacy -- Chapter 1. Writing Information Literacy: A Retrospective and a Look Ahead, Rolf Norgaard and Caroline Sinkinson -- Chapter 2. Threshold Concepts: Integrating and Applying Information Literacy and Writing Instruction, Barry Maid and Barbara D'Angelo -- Chapter 3. Employer Expectations of Information Literacy: Identifying the Skills Gap, Dale Cyphert and Stanley P. Lyle -- Chapter 4. Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know, Kathleen Blake Yancey -- Chapter 5. Information Literacy in Digital Environments: Construct Mediation, Construct Modeling, and Validation Processes, Irvin R. Katz and Norbert Elliot -- Part II. Researching Information Literacy -- Chapter 6. What the Citation Project Tells Us about Information Literacy in College Composition, Sandra Jamieson -- Chapter 7. Preliminary Paths to Information Literacy: Introducing Research in Core Courses, Katt Blackwell-Starnes -- Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers, Karen Gocsik, Laura R. Braunstein, and Cynthia E. Tobery -- Chapter 9. Understanding and Using Sources: Student Practices and Perceptions, Patti Wojahn, Theresa Westbrock, Rachel Milloy, Seth Myers, Matthew Moberly, and Lisa Ramirez -- Chapter 10. Writing Information Literacy in First-Year Composition: A Collaboration among Faculty and Librarians, Donna Scheidt, William Carpenter, Robert Fitzgerald, Cara Kozma, Holly Middleton, and Kathy Shields -- Part III. Incorporating and Evaluating Information Literacy in Specific Courses -- Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way, Miriam Laskin and Cynthia R. Haller -- Chapter 12. Ethics, Distribution, and Credibility: Using an Emerging Genre to Teach Information Literacy Concepts, Christopher Toth and Hazel McClure -- Chapter 13. Information Literacy Preparation of Pre-Service and Graduate Educators, Susan Brown and Janice R. Walker -- Chapter 14. Not Just for Citations: Assessing Zotero While Reassessing Research, Rachel Rains Winslow, Sarah L. Skripsky, and Savannah L. Kelly -- Chapter 15. Quantitative Reasoning and Information Literacy in Economics, Diego Méndez-Carbajo -- Part IV. Collaborating to Advance Programmatic Information Literacy -- Chapter 16. Moving Ahead by Looking Back: Crafting a Framework for Sustainable, Institutional Information Literacy, Lori Baker and Pam Gladis -- Chapter 17. Supporting Academics to Embed Information Literacy to Enhance Students' Research and Writing Process, Angela Feekery, Lisa Emerson, and Gillian Skyrme -- Chapter 18. Building Critical Researchers and Writers Incrementally: Vital Partnerships Between Faculty and Librarians, Alison S. Gregory and Betty L. McCall -- Chapter 19. Impacting Information Literacy through Alignment, Resources, and Assessment, Beth Bensen, Denise Woetzel, Hong Wu, and Ghazala Hashmi -- Chapter 20. Bridging the Gaps: Collaboration in a Faculty and Librarian Community of Practice on Information Literacy, Francia Kissel, Melvin R. Wininger, Scott R. Weeden, Patricia A. Wittberg, Randall S. Halverson, Meagan Lacy, and Rhonda K. Huisman -- Afterword, Trudi E. Jacobson -- Contributors , In English.

Additional Edition: ISBN 1-64215-083-5

Language: English

UID:

Format: 1 online resource

Content: This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

Note: Front Matter -- Introduction, Barbara J. D'Angelo, Sandra Jamieson, Barry Maid, and Janice R. Walker -- Part I. Situating Information Literacy -- Chapter 1. Writing Information Literacy: A Retrospective and a Look Ahead, Rolf Norgaard and Caroline Sinkinson -- Chapter 2. Threshold Concepts: Integrating and Applying Information Literacy and Writing Instruction, Barry Maid and Barbara D'Angelo -- Chapter 3. Employer Expectations of Information Literacy: Identifying the Skills Gap, Dale Cyphert and Stanley P. Lyle -- Chapter 4. Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know, Kathleen Blake Yancey -- Chapter 5. Information Literacy in Digital Environments: Construct Mediation, Construct Modeling, and Validation Processes, Irvin R. Katz and Norbert Elliot -- Part II. Researching Information Literacy -- Chapter 6. What the Citation Project Tells Us about Information Literacy in College Composition, Sandra Jamieson -- Chapter 7. Preliminary Paths to Information Literacy: Introducing Research in Core Courses, Katt Blackwell-Starnes -- Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers, Karen Gocsik, Laura R. Braunstein, and Cynthia E. Tobery -- Chapter 9. Understanding and Using Sources: Student Practices and Perceptions, Patti Wojahn, Theresa Westbrock, Rachel Milloy, Seth Myers, Matthew Moberly, and Lisa Ramirez -- Chapter 10. Writing Information Literacy in First-Year Composition: A Collaboration among Faculty and Librarians, Donna Scheidt, William Carpenter, Robert Fitzgerald, Cara Kozma, Holly Middleton, and Kathy Shields -- Part III. Incorporating and Evaluating Information Literacy in Specific Courses -- Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way, Miriam Laskin and Cynthia R. Haller -- Chapter 12. Ethics, Distribution, and Credibility: Using an Emerging Genre to Teach Information Literacy Concepts, Christopher Toth and Hazel McClure -- Chapter 13. Information Literacy Preparation of Pre-Service and Graduate Educators, Susan Brown and Janice R. Walker -- Chapter 14. Not Just for Citations: Assessing Zotero While Reassessing Research, Rachel Rains Winslow, Sarah L. Skripsky, and Savannah L. Kelly -- Chapter 15. Quantitative Reasoning and Information Literacy in Economics, Diego Méndez-Carbajo -- Part IV. Collaborating to Advance Programmatic Information Literacy -- Chapter 16. Moving Ahead by Looking Back: Crafting a Framework for Sustainable, Institutional Information Literacy, Lori Baker and Pam Gladis -- Chapter 17. Supporting Academics to Embed Information Literacy to Enhance Students' Research and Writing Process, Angela Feekery, Lisa Emerson, and Gillian Skyrme -- Chapter 18. Building Critical Researchers and Writers Incrementally: Vital Partnerships Between Faculty and Librarians, Alison S. Gregory and Betty L. McCall -- Chapter 19. Impacting Information Literacy through Alignment, Resources, and Assessment, Beth Bensen, Denise Woetzel, Hong Wu, and Ghazala Hashmi -- Chapter 20. Bridging the Gaps: Collaboration in a Faculty and Librarian Community of Practice on Information Literacy, Francia Kissel, Melvin R. Wininger, Scott R. Weeden, Patricia A. Wittberg, Randall S. Halverson, Meagan Lacy, and Rhonda K. Huisman -- Afterword, Trudi E. Jacobson -- Contributors , In English.

Additional Edition: ISBN 1-64215-083-5

Language: English

UID:

Format: 1 online resource

Content: This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

Note: Front Matter -- Introduction, Barbara J. D'Angelo, Sandra Jamieson, Barry Maid, and Janice R. Walker -- Part I. Situating Information Literacy -- Chapter 1. Writing Information Literacy: A Retrospective and a Look Ahead, Rolf Norgaard and Caroline Sinkinson -- Chapter 2. Threshold Concepts: Integrating and Applying Information Literacy and Writing Instruction, Barry Maid and Barbara D'Angelo -- Chapter 3. Employer Expectations of Information Literacy: Identifying the Skills Gap, Dale Cyphert and Stanley P. Lyle -- Chapter 4. Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know, Kathleen Blake Yancey -- Chapter 5. Information Literacy in Digital Environments: Construct Mediation, Construct Modeling, and Validation Processes, Irvin R. Katz and Norbert Elliot -- Part II. Researching Information Literacy -- Chapter 6. What the Citation Project Tells Us about Information Literacy in College Composition, Sandra Jamieson -- Chapter 7. Preliminary Paths to Information Literacy: Introducing Research in Core Courses, Katt Blackwell-Starnes -- Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers, Karen Gocsik, Laura R. Braunstein, and Cynthia E. Tobery -- Chapter 9. Understanding and Using Sources: Student Practices and Perceptions, Patti Wojahn, Theresa Westbrock, Rachel Milloy, Seth Myers, Matthew Moberly, and Lisa Ramirez -- Chapter 10. Writing Information Literacy in First-Year Composition: A Collaboration among Faculty and Librarians, Donna Scheidt, William Carpenter, Robert Fitzgerald, Cara Kozma, Holly Middleton, and Kathy Shields -- Part III. Incorporating and Evaluating Information Literacy in Specific Courses -- Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way, Miriam Laskin and Cynthia R. Haller -- Chapter 12. Ethics, Distribution, and Credibility: Using an Emerging Genre to Teach Information Literacy Concepts, Christopher Toth and Hazel McClure -- Chapter 13. Information Literacy Preparation of Pre-Service and Graduate Educators, Susan Brown and Janice R. Walker -- Chapter 14. Not Just for Citations: Assessing Zotero While Reassessing Research, Rachel Rains Winslow, Sarah L. Skripsky, and Savannah L. Kelly -- Chapter 15. Quantitative Reasoning and Information Literacy in Economics, Diego Méndez-Carbajo -- Part IV. Collaborating to Advance Programmatic Information Literacy -- Chapter 16. Moving Ahead by Looking Back: Crafting a Framework for Sustainable, Institutional Information Literacy, Lori Baker and Pam Gladis -- Chapter 17. Supporting Academics to Embed Information Literacy to Enhance Students' Research and Writing Process, Angela Feekery, Lisa Emerson, and Gillian Skyrme -- Chapter 18. Building Critical Researchers and Writers Incrementally: Vital Partnerships Between Faculty and Librarians, Alison S. Gregory and Betty L. McCall -- Chapter 19. Impacting Information Literacy through Alignment, Resources, and Assessment, Beth Bensen, Denise Woetzel, Hong Wu, and Ghazala Hashmi -- Chapter 20. Bridging the Gaps: Collaboration in a Faculty and Librarian Community of Practice on Information Literacy, Francia Kissel, Melvin R. Wininger, Scott R. Weeden, Patricia A. Wittberg, Randall S. Halverson, Meagan Lacy, and Rhonda K. Huisman -- Afterword, Trudi E. Jacobson -- Contributors , In English.

Additional Edition: ISBN 1-64215-083-5

Language: English