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首页> 外文期刊>College & Research Libraries >Motivating Students on a Time Budget: Pedagogical Frames and Lesson Plans for In-person and Online Information Literacy Instruction. Sarah Steiner and Miriam Rigby, eds., for the Association of College and Research Libraries. Chicago, IL: American Library Association, 2019. 322p. $64.00 (ISBN 978-083898949-4).
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Motivating Students on a Time Budget: Pedagogical Frames and Lesson Plans for In-person and Online Information Literacy Instruction. Sarah Steiner and Miriam Rigby, eds., for the Association of College and Research Libraries. Chicago, IL: American Library Association, 2019. 322p. $64.00 (ISBN 978-083898949-4).

机译：激励学生的预算：教学框架和课程计划，用于在线信息素养教学。 Sarah Steiner和Miriam Rigby，Eds。，为学院和研究图书馆协会。芝加哥，IL：美国图书馆协会，2019. 322P。 $ 64.00（ISBN 978-083898949-4）。

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Any instruction or subject librarian will know the anxiety felt when working to prepare an information literacy session for students in a one-shot session. Librarians must incorporate the faculty member’s, sometimes numerous, desires for class as well as ensure the session is relevant and engaging for students, all within a usually short, one-off class period. The editors of this work are familiar with these seemingly constraining variables and seek to flip librarians’ idea that these factors are constraining or a burden but rather “a gift: because we have only a short period of time with our students, we can exist outside the world of performance…and position ourselves as fellow curious explorers” (2). This volume of work is aimed at moving from the more motivation-related instruction topics, such as active learning, and expanding examination to a broader look at motivation theory to foster intrinsic motivation in students. The editors of this book hope that this presentation of broader motivational theory will inspire readers to meet students where they are, both intellectually and emotionally, and help students to cross threshold concepts critical to information literacy.
机译：任何指令或主题图书管理员都会知道努力在一次拍摄会议中为学生准备信息素养会议时感到焦虑。图书馆员必​​须纳入教职员工，有时众多，课程欲望以及确保会议与学生有关和吸引人，全部在一般短暂的一次班级。这项工作的编辑熟悉这些看似约束的变量，并寻求翻转图书馆员的想法，即这些因素是限制或负担，而是“礼物：因为我们在学生中只有很短的时间，我们可以在外面存在表现世界......并将自己定位为好奇的探险家“（2）。这一工作量旨在从更多的动机相关的指导主题转变，例如主动学习，并扩大对更广泛的看法的考试，以促进学生内在动机。本书的编辑希望，这种更广泛的励志理论的展示将激发读者，以满足学生，在智力和情感上，以及帮助学生交叉对信息素养至关重要的阈值概念。

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