A Pedagogy of Inquiry
| dc.contributor.author | Pagowsky, Nicole | |
| dc.date.accessioned | 2016-10-05T15:44:51Z | |
| dc.date.available | 2016-10-05T15:44:51Z | |
| dc.date.issued | 2015-11 | |
| dc.identifier.citation | Pagowsky, N. A Pedagogy of Inquiry. Communications in Information Literacy 9, nov. 2015. Available at: http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v9i2p136&path%5B%5D=216. | en |
| dc.identifier.issn | 1933-5954 | |
| dc.identifier.uri | http://hdl.handle.net/10150/620822 | |
| dc.description.abstract | 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. | |
| dc.language.iso | en | en |
| dc.relation.url | http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v9i2p136 | en |
| dc.rights | Copyright © is held by the author. | en |
| dc.subject | Information Literacy | en |
| dc.subject | Higher Education | en |
| dc.subject | Neoliberalism | en |
| dc.subject | Critical Pedagogy | en |
| dc.title | A Pedagogy of Inquiry | en |
| dc.type | Article | en |
| dc.contributor.department | University of Arizona | en |
| dc.identifier.journal | Communications in Information Literacy | en |
| dc.description.note | Copyright for articles published in CIL is retained by the authors. Authors grant first publication rights to the journal and acknowledge that "first publication" includes publication in both print and electronic media, as well as the right to make the work available through an open access archive. Authors also extend to the Editors of Communications in Information Literacy the right to redistribute their articles via other scholarly resources and bibliographic databases at their discretion. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. | en |
| dc.description.collectioninformation | This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu. | en |
| dc.eprint.version | Final published version | en |
| refterms.dateFOA | 2018-06-15T20:40:33Z | |
| html.description.abstract | 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. |
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