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|a 155753831X
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|a ZA3075
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|a Veach, Grace
|e [editor]
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| 245 |
0 |
0 |
|a Teaching information literacy and writing studies, Volume 2: Upper-level and graduate courses
|h Elektronische Ressource
|c edited by Grace Veach
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| 246 |
3 |
1 |
|a Upper-level and graduate courses
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| 260 |
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|a West Lafayette, Indiana
|b Purdue University Press
|c 2019, [2019]©2019
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| 300 |
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|a xvi, 289 pages
|b illustrations
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| 505 |
0 |
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|a Includes bibliographical references and index
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| 505 |
0 |
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|a Writing as a way of knowing -- Information literacy and writing studies -- Information in the making -- Teaching "digital natives" to think -- Common dispositions and habits of mind -- Using beam to integrate information literacy and writing -- Molding of ideas -- Creative invention -- Toward a research ethos -- In, into, among, between -- Reading to write -- Crossing the bridge -- Problem-based learning and information literacy -- Teaching the literature review -- Librarian intervention -- No more first-year writing -- Not just research partners -- How to talk about copyright so kids will listen, and how to listen about copyright so kids will talk -- Information literacy instruction and citation generators -- Learning in the middle -- A conversation
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| 651 |
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|a United States / fast
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| 653 |
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|a LITERARY CRITICISM / Books & Reading
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| 653 |
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|a LANGUAGE ARTS & DISCIPLINES / Literacy
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b ZDB-39-JOA
|a JSTOR Open Access Books
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| 490 |
0 |
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|a Purdue information literacy handbooks
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| 776 |
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|z 1612495567
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| 776 |
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|z 1612495559
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| 776 |
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|u https://www.jstor.org/stable/10.2307/j.ctv15wxqwx
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 028.7071/173
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| 520 |
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|a This volume, edited by Grace Veach, explores leading approaches to teaching information literacy and writing studies in upper-level and graduate courses. Contributors to the volume describe cross-disciplinary and collaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include: working with varied student populations, teaching information literacy and writing in upper-level general education and disciplinary courses, specialized approaches for graduate courses, and preparing graduate assistants to teach information literacy
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