Files in this item

FilesDescriptionFormat

application/pdf

application/pdfpaper_66.pdf (679kB)
(no description provided)PDF

Description

Title:Re-attuning the information literacy classroom: A theoretical framework for promoting critical thinking in a post-truth era
Author(s):Vamanu, Iulian; Heffner, Kathryn; Hassman, Katie
Subject(s):Information literacy
Critical thinking
Instruction
Abstract:The indifference, anxiety, and stress felt by students and the invisibility of marks of quality and value in online information environments pose instructional challenges that can get in the way of students’ developing critical thinking skills. We suggest that current and future librarians consider the importance of three interrelated elements when designing information literacy environments: (i) students’ active engagement with one another as a way of forming a community of like-minded people, (ii) the materiality constitutive of the educational place, and (iii) the practices involving students’ embodied presence in the classroom. We describe an example of designing an information literacy instructional session based on these three elements.
Issue Date:2019-09-24
Series/Report:Information literacy
Critical thinking
Instruction
Genre:Conference Paper / Presentation
Type:Text
URI:http://hdl.handle.net/2142/105319
Date Available in IDEALS:2019-08-23


This item appears in the following Collection(s)

Item Statistics