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As with earlier editions, this latest revision of Information Literacy and Information Skills Applying Research to Practice in the 21st Century School Library brings together the research literature on information skills instruction with particular reference to models related to information seeking and the information search process. It presents relevant findings on what research has deemed "best practice" and what is known about how children learn, enabling school librarians to base information skills programs on substantiated data. The sources reviewed for this book include doctoral dissertations, research reports, academic and professional journal articles in library information service and related fields, and publications by scholars and practitioners relevant to information skills curricula. A preface, newly prepared for the third edition, explains the revision process, while the epilogue examines the importance of communication between research scholars and school library practitioners.
Acquisto del libro
Information Literacy and Information Skills Instruction, Nancy Pickering Thomas, Sherry R. Crow, Lori L. Franklin
- Lingua
- Pubblicato
- 2011
- Rilegatura
- (In brossura),
- Condizioni del libro
- In ottime condizioni
- Prezzo
- 3,59 €
Metodi di pagamento
Ancora nessuna valutazione.
- Titolo
- Information Literacy and Information Skills Instruction
- Sottotitolo
- Applying Research to Practice in the 21st Century School Library, Third Edition
- Lingua
- Inglese
- Editore
- Libraries Unlimited
- Pubblicato
- 2011
- Formato
- In brossura
- Pagine
- 284
- ISBN10
- 1598844903
- ISBN13
- 9781598844900
- Serie
- Descrizione
- As with earlier editions, this latest revision of Information Literacy and Information Skills Applying Research to Practice in the 21st Century School Library brings together the research literature on information skills instruction with particular reference to models related to information seeking and the information search process. It presents relevant findings on what research has deemed "best practice" and what is known about how children learn, enabling school librarians to base information skills programs on substantiated data. The sources reviewed for this book include doctoral dissertations, research reports, academic and professional journal articles in library information service and related fields, and publications by scholars and practitioners relevant to information skills curricula. A preface, newly prepared for the third edition, explains the revision process, while the epilogue examines the importance of communication between research scholars and school library practitioners.