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Who invited the librarian? Studio critiques as a site of information literacy education

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dc.contributor.author Garcia, Larissa K, 1976-- en_US
dc.date.accessioned 2017-11-03T17:19:39Z
dc.date.available 2017-11-03T17:19:39Z
dc.date.issued 2017-04
dc.identifier.citation Garcia, 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.2017.6 en_US
dc.identifier.uri http://commons.lib.niu.edu/handle/10843/17798
dc.description.abstract The 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.iso en en_US
dc.publisher Cambridge University Press en_US
dc.subject information literacy en_US
dc.subject library instruction en_US
dc.subject art education en_US
dc.subject studio art en_US
dc.title Who invited the librarian? Studio critiques as a site of information literacy education en_US
dc.type.genre Article en_US
dc.contributor.department Other en_US


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