Bibliographic Details
| Title: |
Where Does Information Come From?: Visibility in Author's Notes for Emergent Information Literacy. |
| Authors: |
Mertens, Gillian E., Adams, Brittany |
| Source: |
Reading Teacher. Sep2021, Vol. 75 Issue 2, p227-231. 5p. 3 Charts. |
| Subjects: |
Information literacy, Emergent literacy, Literacy education, Teaching, Authorship |
| Abstract: |
Information literacy is a critical 21st‐century skill, yet young readers rarely have opportunities to consider where information comes from. In this Teaching Tip, the authors use author's notes in nonfiction storybooks to promote student awareness of authorship. The author's visibility in author's notes varies along a continuum from invisible (authors discussing the subject of the text using third‐person pronouns) to visible (authors describing a personal relationship to the text). Using information literacy tenets to focus on how narrative nonfiction is created, this article highlights two specific examples of author's notes, as well as pragmatic questions related to various levels of author visibility for teachers to ask as they support their students' developing information literacy. [ABSTRACT FROM AUTHOR] |
|
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Psychology and Behavioral Sciences Collection |
