Abstract

To integrate the Framework for Information Literacy for Higher Education into their professional practice, librarians are called upon to address both the cognitive and emotional aspects of their learners. The Framework does not provide prescriptive details for its own deployment, so it is up to individuals, departments, or entire libraries to choose how they will apply it. Research in psychology and neuroscience suggests that educational story holds the potential to be a powerful pedagogical tool, capable of affecting student emotional states and promoting memory formation. The authors argue that educational story suits the constraints of information literacy instruction and warrants further investigation.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 529-542
Launched on MUSE
2017-07-11
Open Access
No
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