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dc.contributor.authorGarcia, Larissa K, 1976--en_US
dc.date.accessioned2017-11-03T17:19:39Z
dc.date.available2017-11-03T17:19:39Z
dc.date.issued2017-04
dc.identifier.citationGarcia, L., & Peterson, A. (2017). Who invited the librarian? Studio critiques as a site of information literacy education. Art Libraries Journal, 42(2), 73-79. doi:10.1017/alj.2017.6en_US
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17798
dc.description.abstractThe ACRL Framework for information literacy for higher education, the guiding document for academic instruction librarians in North America, encourages a deep connection between information literacy and discipline-specific teaching practices. In the context of art librarianship, one means of attaining this connection is via librarian participation in studio critiques. Critiques enable librarians to identify the similarities between the research process and the creative process, making information literacy relevant for art students. In two different institutional examples, the ACRL Framework provides a conceptual grounding for studio critiques as a collaborative space between librarians and faculty, where students learn lifelong information literacy and critical thinking skills that enrich their artistic work.en_US
dc.language.isoenen_US
dc.publisherCambridge University Pressen_US
dc.subjectinformation literacyen_US
dc.subjectlibrary instructionen_US
dc.subjectart educationen_US
dc.subjectstudio arten_US
dc.titleWho invited the librarian? Studio critiques as a site of information literacy educationen_US
dc.type.genreArticleen_US
dc.contributor.departmentOtheren_US


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