Educational Story as a Tool for Addressing the Framework for Information Literacy for Higher Education

Autor/inn/en	Vossler, Joshua J.; Watts, John
Titel	Educational Story as a Tool for Addressing the Framework for Information Literacy for Higher Education
Quelle	In: portal: Libraries and the Academy, 17 (2017) 3, S.529-542 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Information Literacy; Higher Education; Librarians; Integrated Activities; Behavioral Objectives; Library Instruction; Teaching Methods; Academic Libraries; Academic Standards; Story Telling; Instructional Innovation + Suchen Sie Ihr Suchwort? Informationskompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Librarian; Bibliothekar; Bibliothekarin; Integrierender Unterricht; Bibliotheksverzeichnis; Teaching method; Lehrmethode; Unterrichtsmethode; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Educational Innovation; Bildungsinnovation
Abstract	To integrate the Framework for Information Literacy for Higher Education into their professional practice, librarians are called upon to address both the cognitive and emotional aspects of their learners. The Framework does not provide prescriptive details for its own deployment, so it is up to individuals, departments, or entire libraries to choose how they will apply it. Research in psychology and neuroscience suggests that educational story holds the potential to be a powerful pedagogical tool, capable of affecting student emotional states and promoting memory formation. The authors argue that educational story suits the constraints of information literacy instruction and warrants further investigation. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01