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From information literacy to social epistemology : insights from psychology /
"From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life. The broad context for our interest is the development in internet techn...
| Clasificación: | Libro Electrónico |
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| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge, MA, USA :
Chandos Publishing is an imprint of Elsevier,
[2016]
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| Colección: | Chandos information professional series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- <P><b>Section A: Introduction and background</b></p> <p>Chapter 1. Introduction to the book as whole: a) a critical overview of issues and constructs, particularly the digital age, and digital participation; b) the notion of information literacy and the UNESCO human rights model; c) brief overview of epistemological development, critical thinking and metacognition and how these relate to IL and digital participation; d) summary of the structure of the book to follow.</p> <p>Chapter 2 Information literacy in adult returnee students</p> <p><b>Section B: Psychological and educational constructs related to information literacy</b></p> <p>Chapter 3 Epistemological development and information literacy</p> <p>Chapter 4 Metacognition, critical thinking and information literacy: here we consider psychological research on metacognition and critical thinking, summarise it and consider its implications for the processes involved in IL</p> <p>Chapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacy</p> <p><b>Section C: The contributions from librarians and library organizations; definitions, models and standards for information literacy; current developments in IL; critique and suggestions from psychology and pedagogy e.g. social constructivism as the theoretical basis for particular teaching practices, approaches; IL and lifelong learning</b></p> <p>Chapter 6 The ACRL revised standards for IL in higher education</p> <p>Chapter 7 Curriculum for IL.</p> <p>Chapter 8 UNESCO formulation of IL and the move to a Media and Information Literacy formulation;</p> <p><b>Section D From Information literacy to social epistemology</b></p> <p>Chapter 9 Synthesis and conclusions.</p>