Theory into practice:: Challenges and implications for information literacy teaching

被引：7

作者：

Schachter, Deborah ^{[1
]}

机构：

[1] Capilano Univ, N Vancouver, BC, Canada

来源：

IFLA JOURNAL-INTERNATIONAL FEDERATION OF LIBRARY ASSOCIATIONS | 2020年 / 46卷 / 02期

关键词：

Critical perspectives on LIS; information literacy and instruction; LIS education; pedagogy in LIS; principles of library and information science; services to user populations; standards and standardization of LIS practices; ACADEMIC LIBRARIANS; ACRL-FRAMEWORK; KNOWLEDGE; ATTITUDES; BARRIERS; IMPLICIT; SCIENCE;

D O I：

10.1177/0340035219886600

中图分类号：

G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];

学科分类号：

1205 ; 120501 ;

摘要：

This article is informed by a mixed-methods research study into librarians' critical information literacy awareness and teaching practices in higher education institutions within British Columbia, Canada, and the literature related to critical pedagogical and literacy theory. I explore the perceived gap in librarian knowledge of theories that underpin their pedagogy, the value of learning about and applying theories to information literacy teaching, and strategies that can enable improved awareness and application of theory to librarians' practices in higher education.

引用

页码：133 / 142

页数：10

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