1st Edition
Teaching Information Seeking Rethinking How We Teach Research in the Information Age
Acknowledgements
Introduction
Part I: Laying A Foundation
Chapter 1: Information Seeking and Seekers
Chapter 2: Crossing Thresholds
Chapter 3: Threshold Dispositions for Information Seeking
Chapter 4: Designing Contexts for Instruction
Part II: Into the Classroom
Chapter 5: Developing Questions for Authentic Inquiry
Chapter 6: Mapping the Landscape
Chapter 7: Finding our Way
Chapter 8: Extending Trust
Chapter 9: Engaging with Sources
Chapter 10: Sharing Our Learning
Closing Thoughts
Biography
Jon Ostenson is an associate professor in the English Education program at Brigham Young University where he teaches methods courses in writing pedagogy and young adult literature. He spent several years in the administration of the university’s writing program where he oversaw ongoing development of the First-Year Composition (FYC) curriculum and taught many FYC courses.
"Teaching Information Seeking provides a wealth of advice for teaching students to see research as inquiry and information seeking. With a focus on bridging the gap between the personal and academic in students’ relationship to information, transfer of learning, and inquiry-based alternatives to traditional thesis-driven research papers, Teaching Information Seeking is a practical resource for new pedagogical approaches to teaching information literacy and research projects."
Daniel Melzer, Professor and Associate Director, First-Year Composition, UC Davis
"Providing a contextual, nuanced definition of “information seeking” that is interwoven with the writing process, Jon Ostenson describes how students can go well beyond the default of a simple web search and, instead, delve deeper to find and evaluate multiple, authoritative sources through their research. Describing them as “threshold concepts in information literacy,” Ostenson’s approach combines perspectives from both composition and rhetoric as well as the library sciences to offer instructors many examples, assignments, and reflective questions. In this book, he has crafted a useful guide for those who want to coach students through an iterative, engaging information seeking process."
Troy Wayne Hicks, Professor of English and Education and Director of Chippewa River Writing Project, Central Michigan University
