Where Does Information Come From?: Visibility in Author's Notes for Emergent Information Literacy

Autor/inn/en	Mertens, Gillian E.; Adams, Brittany
Titel	Where Does Information Come From?: Visibility in Author's Notes for Emergent Information Literacy
Quelle	In: Reading Teacher, 75 (2021) 2, S.227-231 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2037
Schlagwörter	Information Literacy; 21st Century Skills; Reading Processes; Reading Instruction; Nonfiction; Story Telling; Authors; Form Classes (Languages) + Suchen Sie Ihr Suchwort? Informationskompetenz; Leseprozess; Leseunterricht; Non-fiction; Nichtfiktionaler Text; Author; Autor; Autorin; Analytischer Sprachbau
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01