Informed Learning, Information Literacy, and Scholarly Communication: Library Pedagogy as a Bridge to the Disciplines
Type of Presentation
Individual paper/presentation
Type of Presentation
Individual paper/presentation (20 minute presentation)
Conference Strand
Ethics in Information
Target Audience
Other
Location
Room 210
Relevance
N/A
Proposal
The focus of this presentation is to report findings from growing partnerships between faculty whose primary focus is classroom teaching and faculty librarians, revealing connections between our disciplines and co-designing curricula that recognize the commonalities in pedagogy, theories, and professional practice. Information literacy and scholarly communication are combined in teaching and learning lessons, materials, and shared terminology. The presenter will encourage participants to reflect on why and how librarians invite students into the disciplines and to investigate ways of assessing student learning.
Presentation Description
Not Available
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Ranger, Kim L. and Sharpe, Chris, "Informed Learning, Information Literacy, and Scholarly Communication: Library Pedagogy as a Bridge to the Disciplines" (2016). Georgia International Conference on Information Literacy. 34.
https://digitalcommons.georgiasouthern.edu/gaintlit/2016/2016/34
Informed Learning, Information Literacy, and Scholarly Communication: Library Pedagogy as a Bridge to the Disciplines
Room 210
The focus of this presentation is to report findings from growing partnerships between faculty whose primary focus is classroom teaching and faculty librarians, revealing connections between our disciplines and co-designing curricula that recognize the commonalities in pedagogy, theories, and professional practice. Information literacy and scholarly communication are combined in teaching and learning lessons, materials, and shared terminology. The presenter will encourage participants to reflect on why and how librarians invite students into the disciplines and to investigate ways of assessing student learning.
