Toward a Critical-Inclusive Assessment Practice for Library Instruction - Grand Format

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Using a Critical Theory framework, Toward a Critical-Inclusive Assessment Practice for Library Instruction offers academic librarians practical, and actionable,... Lire la suite
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Résumé

Using a Critical Theory framework, Toward a Critical-Inclusive Assessment Practice for Library Instruction offers academic librarians practical, and actionable, strategies for critical assessment of teaching and student learning. The authors share their experiences integrating critical assessment techniques into their information literacy curriculum. Each assessment technique discussed is a method that the authors have personally tried in their classrooms.
The strategies described in the chapters translate to both credit-bearing and one-shot scenarios. Through tested classroom applications and critical reflections, this book works to bridge the gap between critical information literacy and assessment.

Caractéristiques

  • Date de parution
    01/09/2018
  • Editeur
  • ISBN
    978-1-63400-035-2
  • EAN
    9781634000352
  • Format
    Grand Format
  • Présentation
    Broché
  • Nb. de pages
    150 pages
  • Poids
    0.215 Kg
  • Dimensions
    14,1 cm × 21,7 cm × 1,0 cm

Avis libraires et clients

À propos des auteurs

Lyda McCartin is a Professor and Head of Information Literacy and Undergraduate Support at the University of Northern Colorado. She leads a team of innovative librarians who are recognized as an ACRL Information Literacy Best Practices Exemplary Program in Pedagogy. Lyda earned her MA in History and her MLIS from the University of Alabama in Tuscaloosa. She currently serves as UNC's Senior Faculty Assessment Fellow ; in this role she provides consultation, guidance, and professional development on course and program-level assessment of student learning to faculty across campus.
She has presented on assessment of student learning at state, national, and international conferences. Her current research agenda includes critical information literacy, critical assessment, and assessment of information literacy. Rachel Dineen is an Assistant Professor in Information Literacy and Undergraduate Support at the University of Northern Colorado. She currently teaches credit-bearing information literacy classes at the undergraduate level.
Rachel earned her MS in Library and Information Science from the University of Illinois, Urbana-Champaign. Her research interests include critical information literacy, feminist pedagogy, assessment, and art and design librarianship.

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