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- 1Course design
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Against the wind: Challenges and barriers to Canadian academic librarians’ instructional practices
Download2017-01-01
Polkinghorne, Sarah, Julien, Heidi
Helping students learn how to navigate information—and misinformation—is as important as ever. The Canadian information literacy (IL) landscape continues to evolve along with rhetorical, theoretical, and contextual developments, such as the new Framework for Information Literacy for Higher...
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2016
This chapter describes a visualization of the main elements in play when we search for information. The chapter describes how this visualization can be used to start classroom conversations around how social, political, and economic systems influence how people create, organize, find, and gain...
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2015-09-09
Within our field, and more widely, there is a way of thinking that equates effective teaching with effective entertaining. This way of thinking can be referred to as a “discourse of edutainment.” It underpins some of the publications and conversations that encourage librarians to make their...
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Insights from the performing arts for information professionals who teach
2014-10-23
This presentation critiques the discourse of teacher-as-entertainer and examines five elements from the performing arts that can provide meaningful insights for information professionals who teach: physicality, defining the situation, extemporizing, scripts, and acting.
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Research is a verb: Exploring a new information literacy-embedded undergraduate research methods course
Download2010-05-01
Polkinghorne, Sarah, Wilton, Shauna
This paper introduces a potential solution to widespread and longstanding concerns about undergraduates’ research, writing, and critical thinking skills: a new activity-based, discipline-specific research methods course. This paper details the course's design and explores the course's...
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2009
Hoffman, Cameron, Polkinghorne, Sarah
How are information literacy practitioners discussing Wikipedia? Just as important is this question: what do these discussions say about us as teachers? This article will consider these questions and reflect on their implications for our work.