Lessons from Forty Years as a Literacy Educator: An Information Literacy Narrative
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Abstract
This article summarises the author’s evolution as a writing instructor toward a career as a librarian teaching information literacy and finally as a scholar and researcher studying information literacy as an academic subject. Changes in writing pedagogy are explored as they relate to changes in the author’s instructional practices and how they underlie an understanding of information literacy as a form of literacy practice closely related to writing. Questions about the future of information literacy under current management philosophy are presented.
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How to Cite
ELMBORG, James.
Lessons from Forty Years as a Literacy Educator: An Information Literacy Narrative.
Journal of Information Literacy, [S.l.], v. 11, n. 1, p. 54-67, june 2017.
ISSN 1750-5968.
Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V11-I1-2>. Date accessed: 29 may 2023.
doi: https://doi.org/10.11645/11.1.2190.
Keywords
academic writing instruction; ACRL Standards; bibliographic instruction; critical librarianship; composition studies;, information literacy; academic writing instruction, writing as process, neoliberalism; new literacy studies;
Issue
Section
Research articles (peer-reviewed articles)
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