Zines for Teaching: A Survey of Pedagogy and Implications for Academic Librarians

Autor/in	Thomas, Susan
Titel	Zines for Teaching: A Survey of Pedagogy and Implications for Academic Librarians
Quelle	In: portal: Libraries and the Academy, 18 (2018) 4, S.737-758 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Teaching Methods; Academic Libraries; Librarians; Higher Education; College Faculty; Teacher Attitudes; Librarian Teacher Cooperation; Printed Materials; Reference Services; Archives; Information Retrieval; Library Materials; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Literaturdienst; Archivwesen; Archiv; Geisteswissenschaften
Abstract	Zines have begun to gain a place in higher education as pedagogical tools studied or made by students, and many academic libraries maintain zine collections. The library literature reveals little about how nonlibrarian faculty use zines in their classrooms. This paper describes the results of a survey of faculty from a range of academic disciplines and professions who teach with zines and other booklet forms. Survey results reveal the extent to which faculty zine pedagogies include collaboration with librarians and use of library collections. Faculty describe instructional activities and attitudes that many library professionals, including reference and instruction librarians, directors or deans, catalogers, acquisition and special collections librarians, and archivists, may find useful. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01