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Addressing information literacy through student-centered learning.

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  • Additional Information
    • Author-Supplied Keywords:
      Active learning
      information literacy
      inquiry-based learning
      metaliteracy
    • Abstract:
      This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were incorporated into the courses. By designing the courses in this manner, information literacy was addressed in various ways throughout the courses. This paper will provide some background on the instructors' approach and inspirations, discuss some specifics of the courses, and relate the information literacy outcomes. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Education for Information is the property of IOS Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Author Affiliations:
      1101 Owen Library, University of Pittsburgh at Johnstown, 450 Schoolhouse Road, Johnstown, PA 15904, USA
    • ISSN:
      0167-8329
    • Accession Number:
      10.3233/EFI-150961
    • Accession Number:
      112513194
  • Citations
    • ABNT:
      BOND, P. Addressing information literacy through student-centered learning. Education for Information, [s. l.], v. 32, n. 1, p. 3–9, 2016. DOI 10.3233/EFI-150961. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=112513194&custid=s8280428. Acesso em: 25 set. 2020.
    • AMA:
      Bond P. Addressing information literacy through student-centered learning. Education for Information. 2016;32(1):3-9. doi:10.3233/EFI-150961
    • APA:
      Bond, P. (2016). Addressing information literacy through student-centered learning. Education for Information, 32(1), 3–9. https://doi.org/10.3233/EFI-150961
    • Chicago/Turabian: Author-Date:
      Bond, Paul. 2016. “Addressing Information Literacy through Student-Centered Learning.” Education for Information 32 (1): 3–9. doi:10.3233/EFI-150961.
    • Harvard:
      Bond, P. (2016) ‘Addressing information literacy through student-centered learning’, Education for Information, 32(1), pp. 3–9. doi: 10.3233/EFI-150961.
    • Harvard: Australian:
      Bond, P 2016, ‘Addressing information literacy through student-centered learning’, Education for Information, vol. 32, no. 1, pp. 3–9, viewed 25 September 2020, .
    • MLA:
      Bond, Paul. “Addressing Information Literacy through Student-Centered Learning.” Education for Information, vol. 32, no. 1, Jan. 2016, pp. 3–9. EBSCOhost, doi:10.3233/EFI-150961.
    • Chicago/Turabian: Humanities:
      Bond, Paul. “Addressing Information Literacy through Student-Centered Learning.” Education for Information 32, no. 1 (January 2016): 3–9. doi:10.3233/EFI-150961.
    • Vancouver/ICMJE:
      Bond P. Addressing information literacy through student-centered learning. Education for Information [Internet]. 2016 Jan [cited 2020 Sep 25];32(1):3–9. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=112513194&custid=s8280428