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Library of Congress Classification
Tarleton Libraries utilizes the Library of Congress Classification System to organize materials in the collection. Items with call numbers in the Z section fall into bibliography, library science, and information resources.
Z - Books (General), writing, paleography, book industries and trade, libraries, bibliography
ZA - Information resources (General)
Featured Print Books
Cybrarian Extraordinaire by Felicia A. SmithEnhance your library instruction class by using this hands-on guide and learn numerous unique active learning exercises. The effectiveness of active-learning approaches to instruction is well documented. What is needed now are proven, practical applications. Written for every librarian or teacher looking for such new and creative teaching techniques, Cybrarian Extraordinaire: Compelling Information Literacy Instruction fills the gap. Based on the author's own experiences, the book shares specific active-learning exercises created to make library instruction more engaging for a wide variety of audiences. Specifically, author Felicia A. Smith illustrates the process of creating "edu-tainment" activities designed to serve serious instructional goals in a manner that is both fun and effective. Her book provides detailed examples of innovative ways to engage students in mandatory library classes. Among other ideas, it explores the use of e-readers as learning tools and describes the planning and possibilities involved in creating classes in online worlds, such as Second Life. Of course, it also explains the evolution of Smith's Pirate Librarian, offering exercises that reinforced the "library material as buried treasure" theme. Five years of successful, active learning examples that have been tested, evaluated, and adapted based on student feedback Drawings
Call Number: Z711.25 .C65 S65 2011
Publication Date: 2011-02-04
Humor and Information Literacy by Scott Sheidlower; Joshua VosslerLearn how to successfully employ practical techniques that infuse information literacy instruction with humor. How can humor be applied by academic librarians to better teach information literacy? And why is humor such an effective teaching tool? This book provides a cross-disciplinary review of the literature regarding use of humor in tertiary education settings, and specifically in library science; explains its effectiveness for capturing and maintaining student attention when covering necessary subjects; and presents the invaluable personal experiences of instruction librarians across North America who regularly use humor in the classroom. Humor and Information Literacy: Practical Techniques for Library Instruction addresses the subject in both a scholarly and a practical manner. The first section of the book contains original multi-disciplinary essays covering humor in the fields of communication theory, education, library science, psychology, and even stand-up comedy. The second section documents practical techniques that practicing librarians use to teach information literacy with humor, accompanied by commentary by the authors. Dozens of practical examples of teaching information literacy using humor Contributions from more than 30 professional academic librarians who share their methods of teaching information literacy using humor A multidisciplinary bibliography reflecting humor in the fields of communication theory, education, library science, performance theory, and psychology A webliography of funny YouTube clips relevant to libraries and information literacy
Call Number: ZA3075 .V64 2011
Publication Date: 2011-08-23
Featured Electronic Books
Building Bridges by Monty L. McAdooPacked with useful tips and techniques, this handy guide offers advice on working with both students and instructors to develop successful assignments that integrate your library's resources.
Call Number: Z675 .U5 M358 2010 EB
Publication Date: 2010-01-01
Metaliterate Learning for the Post-Truth World by Thomas P. Mackey; Trudi E. JacobsonForeword by Troy A. Swanson Metaliteracy, Jacobson and Mackey's revolutionary framework for information literacy, is especially well suited as a tool for ensuring that learners can successfully navigate the proliferation of fake news, questionable content, and outright denialism of facts in today's information morass. Indeed, it is starkly evident that the competencies, knowledge, and personal attributes specific to metaliterate individuals are critical; digital literacy and traditional conceptions of information literacy are insufficient for the significant challenges we currently face. This book examines the newest version of the Metaliteracy Goals and Learning Objectives, including the four domains of metaliterate learning, as well as the relationship between metaliteracy and the ACRL Framework for Information Literacy for Higher Education. Featuring contributions from a variety of information literacy instructors, educators, librarians, and faculty, the chapters in this book discuss the social, political, and ethical dimensions of information creation, distribution, and use; use case studies to demonstrate how metaliteracy guides learners to read online information with a critical eye, apply metacognitive thinking to the consumption of all information, and make purposeful and responsible contributions to the social media ecosystem as active participants; examine when images are taken out of context and paired with misleading text, a prevalent feature of the misinformation frequently shared via social media; and situates metaliteracy in such contexts such as the academic library, a science class, fiction writing, digital storytelling, and a theater arts course. Metaliteracy is a powerful model for preparing learners to be responsible participants in today's divisive information environment, and this book showcases several teaching and learning practices that have already proven effective.