Change is Hard: Using Conceptual Change Theory to Promote "Research as Inquiry"

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dc.contributor.authorMiller, Kimberly
dc.date.accessioned2018-05-01T16:50:10Z
dc.date.available2018-05-01T16:50:10Z
dc.date.issued2018
dc.format.extent15 pagesen_US
dc.genrechaptersen_US
dc.identifierdoi:10.13016/M2KP7TV13
dc.identifier.citationMiller, K. (2018). Change is hard: Using conceptual change theory to promote ‘Research as Inquiry.’ In Mattson, J. L., & Oberlies, M. K. (Eds), Framing information literacy (Vol. 1, pp. 31-45). Chicago, IL: Association of College and Research Libraries.en_US
dc.identifier.urihttp://hdl.handle.net/11603/10715
dc.language.isoen_USen_US
dc.publisherAssociation of College and Research Librariesen_US
dc.relation.isAvailableAtTowson University
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectInformation literacyen_US
dc.subjectLibrary instructionen_US
dc.titleChange is Hard: Using Conceptual Change Theory to Promote "Research as Inquiry"en_US
dc.typeTexten_US

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