Document Type

Article

Publication Date

5-2008

Publication Title

Journal of Academic Librarianship

Volume

34

Issue

3

First Page

256

Last Page

262

Abstract

Drawing on discussions within Composition and Rhetoric, this article examines information literacy pedagogy. It considers how academic librarians can work toward theorizing our profession in such a way that we may ask new questions of it and foster creative, reflective and critical habits of mind regarding pedagogical praxis.

DOI

10.1016/j.acalib.2008.03.009

Comments

NOTICE: this is the author’s version of a work that was accepted for publication in TheJournal of Academic Librarianship. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was published in The Journal of Academic Librarianship, 2008. http://dx.doi.org/10.1016/j.acalib.2008.03.009

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