References

Cullinan, B.E., & Galda, I. (2002). Cullinan and Galda's literature and the child. Belmont, CA: Wadsworth/Thompson Learning.

Galda, L., Liang, L.A., & Cullinan, B.E. (2017). Literature and the child (9th ed.). Boston, MA: Cengage Learning.

Kennedy, X.J., Giola, D., & Bauerlein, M. (2006). The Longman dictionary of literary terms: Vocabulary for the informed reader. New York, NY: Pearson Education, Inc.

Knickerbocker, J.L., Brueggeman, M.A., & Rycik, J.A. (2012). Literature for young adults: Books (and more) for contemporary readers. Scottdale, AZ: Holcomb Hathaway.

Knickerbocker, J.L, & Rycik, J.A. (2020). Literature for young adults: Books (and more) for contemporary readers (2nd ed.). New York, NY: Routledge.

Latrobe, K.H., Broie, C.S., & White, M. (2002). The children's literature dictionary: Definitions, resources, and learning activities. New York, NY: Neal-Schuman Publishers, Inc.

Lynn, R.N. (2005). Fantasy literature for children and young adults: A comprehensive guide (5th edition).Westport, CT: Libraries Unlimited).

Medlicott, M. (2004). Story telling. In P. Hunt (Ed.), International companion encyclopedia of children's literature, volume 1 (pp. 615-621). New York, NY: Routledge.

Merriam-Webster, Inc.  (2021). Genre in Merriam-Webster's unabridged dictionary. Retrieved October 1, 2021 from https://www.merriam-webster.com/dictionary/genre

Norton, D.E., Norton, S.E, & McClure, A. (2003). Through the eyes of a child: An introduction to children's literature (6th ed.). Upper Saddle River, New Jersey: Pearson Education.

Information Literacy

The six concepts that anchor the Framework for Information Literacy for Higher Education are:

• Authority Is Constructed and Contextual,
• Information Creation as a Process,
• Information Has Value,
• Research as Inquiry,
• Scholarship as Conversation, and
• Searching as Strategic Exploration.

Searching as Strategic Exploration

"Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops" (ACRL, 2015).

Knowledge Practices: Learners who are developing their information literate abilities:

• Match information needs and search strategies to appropriate search tools;
• Design and refine needs and search strategies as necessary, based on search results;
• Use different types of searching language appropriately;
• Manage searching processes and results appropriately.

Dispositions: Learners who are developing their information literate abilities:

• Exhibit mental flexibility and creativity;
• Understand that first attempts at searching do not always produce adequate results;
• Recognize the value of browsing and other serendipitous methods of information gathering; and
• Realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search

Reference

American Library Association. (2015). Framework for information literacy for higher education. Retrieved October 22, 2021 from https://www.ala.org/acrl/standards/ilframework