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Social and Behavioral Sciences Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
Reorienting An Information Literacy Program Toward Social Justice: Mapping The Core Values Of Librarianship To The Acrl Framework, Shana Higgins, Lua Gregory
Reorienting An Information Literacy Program Toward Social Justice: Mapping The Core Values Of Librarianship To The Acrl Framework, Shana Higgins, Lua Gregory
Library Faculty Publications & Presentations
Since the publication of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education librarians have grappled with the purposes, impact, and meaning of this teaching document for their daily instructional practice, for curriculum development, and for institutional and programmatic assessment goals. A strength of the Framework is its emphasis on context, an emphasis aligned with the goals of critical pedagogy and one that acknowledges investment in specific community needs. This article reflects on an attempt to contextualize the Framework for an information literacy program concerned with social justice and student agency by connecting it …
Demonstrating The Value Of Critical Information Literacy: Csusb's Online Critical Information Literacy Laboratory For Faculty, Gina Schlesselman-Tarango
Demonstrating The Value Of Critical Information Literacy: Csusb's Online Critical Information Literacy Laboratory For Faculty, Gina Schlesselman-Tarango
Library Faculty Publications & Presentations
Presentation given as part of Best Practices, session 2. Addresses California State University San Bernardino's online toolkit for teaching and learning, the Critical Information Literacy Laboratory for Faculty.
Critical Pedagogy And Social Justice, Gina Schlesselman-Tarango
Critical Pedagogy And Social Justice, Gina Schlesselman-Tarango
Library Faculty Publications & Presentations
Presentation given as part of the Southern California Instruction Librarians (SCIL) interest group panel "How do we advocate for underrepresented students?: A panel on how critical pedagogy and social justice value the student experience."
Critical Analysis Of Total Physical Response As Pedagogy, Rachel Lynn Anderson
Critical Analysis Of Total Physical Response As Pedagogy, Rachel Lynn Anderson
Theses Digitization Project
Total Physical Response (TPR) is a language-teaching method, developed by James Asher in the 1960's. In this critical analysis the theoritical origins of TPR were explored along with the work of James Asher. Twenty-three studies by Asher were examined in conjuction with others who have studied TPR, in order to understand the effectiveness of TPR as both theory and pedagogy. In all studies examined, TPR (which focuses on listening comprehension) was found to be an effective means for producing near perfect retention even long term. TPR was found to be a powerful method for teaching a second lanuage.