Where Does Information Come From?: Visibility in Author's Notes for Emergent Information Literacy.
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| Title: | Where Does Information Come From?: Visibility in Author's Notes for Emergent Information Literacy. |
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| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 152926797 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Where Does Information Come From?: Visibility in Author's Notes for Emergent Information Literacy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mertens%2C+Gillian+E%2E%22">Mertens, Gillian E.</searchLink><br /><searchLink fieldCode="AR" term="%22Adams%2C+Brittany%22">Adams, Brittany</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Sep2021, Vol. 75 Issue 2, p227-231. 5p. 3 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Authorship%22">Authorship</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=152926797 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/trtr.2037 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 227 Subjects: – SubjectFull: Information literacy Type: general – SubjectFull: Emergent literacy Type: general – SubjectFull: Literacy education Type: general – SubjectFull: Teaching Type: general – SubjectFull: Authorship Type: general Titles: – TitleFull: Where Does Information Come From?: Visibility in Author's Notes for Emergent Information Literacy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mertens, Gillian E. – PersonEntity: Name: NameFull: Adams, Brittany IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00340561 Numbering: – Type: volume Value: 75 – Type: issue Value: 2 Titles: – TitleFull: Reading Teacher Type: main |
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