LEADER 00000cam  2200529 i 4500 
001    on1085575726 
003    OCoLC 
005    20191004035404.0 
008    190128s2019    ilua     b    000 0 eng   
010      2018061680 
016 7  019298689|2Uk 
020    9780838989470|qpaperback 
020    0838989470|qpaperback 
035    (OCoLC)1085575726 
040    DLC|beng|erda|cDLC|dWVU|dVTU|dDLC|dMNE|dTXI|dSEO|dEYM|dGZN
       |dYDX|dOCLCF|dYDX|dKSU|dUKMGB|dBDX|dTEU|dOCLCO|dSTJ 
042    pcc 
043    n-us--- 
049    STJR 
050 00 ZA3075|b.C746 2019 
082 00 028.7071/173|223 
099    Library|aStaff 
245 00 Critical approaches to credit-bearing information literacy
       courses /|cedited by Angela Pashia and Jessica Critten. 
264  1 Chicago, Illinois :|bAssociation of College and Research 
       Libraries, a division of the American Library Association,
       |c2019. 
300    v, 319 pages :|billustration ;|c23 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
504    Includes bibliographical references. 
505 00 |gIntroduction /|rAngela Pashia and Jessica Critten --|tNo
       room for argument: researching politicized topics as a 
       learner /|rSusan Wood --|tCritical credits: making the 
       most of a first-year information literacy class /|rErin 
       Anthony, Rebekah Miller, and Marcia Rapchak --|tWhen 
       students accept their corporate overlords: privilege and 
       position in our information society /|rKate Hinnant and 
       Robin Miller --|tBalancing acts in the critical library 
       classroom: inviting constructive dialogue and resisting 
       "post-truth" discourse in politically contentious moments 
       /|rAndrea Baer --|tAn unfinished journey: towards a 
       democratic information literacy classroom /|rRachel Dineen
       and Lyda Fontes McCartin --|tReflections on adopting a 
       critical media and information literacy pedagogy /
       |rSpencer Brayton and Natasha Casey --|tOpening to the 
       margins: information literacy and marginalized knowledge /
       |rChristine M. Larson and Margaret Vaughan --
       |tManufacturing a context: rhetorical implications of 
       standalone critical information literacy courses /|rJoel 
       Burkholder --|tUsing fan studies to put information 
       literacy in context: on teaching a credit course with a 
       theme /|rNancy Foasberg --|tThe machine stops: critical 
       orientations to our information apparatus /|rPatrick 
       Williams --|tExamining structural oppression as a 
       component of information literacy /|rAngela Pashia --
       |tTeaching copyleft as a critical approach to "Information
       has value" /|rKenneth Haggerty and Rachel E. Scott --
       |tWikipedia-based assignments and critical information 
       literacy: a case study /|rAmanda Foster-Kaufman --
       |tExploring epistemological lineages: using the gallery 
       walk with students and instructors of a first-year seminar
       course /|rGina Schlesselman-Tarango. 
520    Critical Approaches to Credit-Bearing Information Literacy
       Courses includes chapters that examine how both critical 
       pedagogy and critical information literacy are applied 
       throughout a credit-bearing course as well as in specific 
       lesson plans. The ideas explored in this book can be 
       adapted for a variety of class and course lengths and for 
       a range of students, from first-year undergraduates to 
       doctoral students. Chapters include case studies of how 
       information literacy courses can respond to preconceptions
       and unexamined ideologies students may bring to the 
       course; explorations of marginalized knowledge and racial 
       bias and justice in the information literacy course; 
       individual lessons or sets of lessons situated within the 
       larger course context; and reflections on the process of 
       developing a more critical approach. Critical Approaches 
       to Credit-Bearing Information Literacy Courses can provide
       valuable strategies for those just starting to adopt a 
       critical approach as well as new perspectives for those 
       with more experience in this area. 
650  0 Information literacy|xStudy and teaching (Higher)|xSocial 
       aspects|zUnited States. 
650  0 Information literacy|xStudy and teaching (Higher)
       |xPolitical aspects|zUnited States. 
650  0 Information literacy|xStudy and teaching (Higher)|zUnited 
       States|vCase studies. 
650  0 Academic libraries|xRelations with faculty and curriculum
       |zUnited States|vCase studies. 
650  0 Critical pedagogy|zUnited States. 
650  7 Academic libraries|xRelations with faculty and curriculum.
       |2fast|0(OCoLC)fst00795063 
650  7 Critical pedagogy.|2fast|0(OCoLC)fst00883676 
650  7 Information literacy|xStudy and teaching (Higher)|2fast
       |0(OCoLC)fst00972564 
651  7 United States.|2fast|0(OCoLC)fst01204155 
655  7 Case studies.|2fast|0(OCoLC)fst01423765 
655  7 Case studies.|2lcgft 
700 1  Pashia, Angela,|eeditor. 
700 1  Critten, Jessica,|eeditor. 
776 08 |iOnline version:|tCritical approaches to credit-bearing 
       information literacy courses|dChicago : Association of 
       College and Research Libraries, A division of the American
       Library Association, 2019|z9780838989487|w(DLC)  
       2019006789 
994    C0|bSTJ