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ERIC Number: EJ1089148
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1933-5954
EISSN: N/A
A Pedagogy of Inquiry
Pagowsky, Nicole
Communications in Information Literacy, v9 n2 p136-144 2015
Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL "Framework for Information Literacy," the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The "Framework" provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the "Framework" in contrast to changes in higher education presents a challenge. We should consider ways in which the "Framework" can help us push back against these neoliberal agendas in our pedagogy and reinvent our roles as librarian educators.
Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: editors@comminfolit.org; Web site: http://www.comminfolit.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A