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Pathways into information literacy and communities of practice : teaching approaches and case studies /
Pathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies considers the specific information literacy needs of communities of practice. As such, the book fills a gap in the literature, which has treated information literacy extensively, but has not applied...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
Chandos Publishing,
[2017]
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| Colección: | Chandos information professional series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- pt. I PERSPECTIVES ON INFORMATION LITERACY TEACHING
- 1. Information Literacy and Critical Thinking: Context and Practice / A. Grafstein
- 1.1. Introduction
- 1.2. Background and History
- 1.3. Information Literacy Standards and Rubrics
- 1.4. Information Literacy Contextualized
- 1.5. Critical Thinking: Research In Context
- 1.6. Conclusion
- References
- 2. Inquiry Learning: A Pedagogical and Curriculum Framework for Information Literacy / M. Lupton
- 2.1. Introduction
- 2.2. Inquiry and the Need for Information
- 2.3. Inquiry Learning Pedagogy
- 2.4. Generative Questioning Frameworks: Teaching Strategies and Techniques
- 2.5. Generic, Situated, Transformative, and Expressive Windows
- 2.6. Implementing Inquiry Learning
- 2.7. Conclusion
- References
- 3. Information Literacy and Flipped Learning / B. Akkoyunlu
- 3.1. Introduction
- 3.2. Blended Learning
- 3.3. Flipped Learning
- 3.4. Conclusions and Recommendations
- Acknowledgment
- References
- 4. Inclusion of Information Literacy in the Curriculum Through Learning Communities and Action Research / J. Cortes-Vera
- 4.1. Introduction
- 4.2. Curricular Inclusion of IL to Transform Academic Activities
- 4.3. Identification of Curricular Transversality
- 4.4. Design and Implementation of Alternative Training Courses on Information Literacy
- 4.5. Designing an Information Literacy Model With a Systemic Vision
- 4.6. From the Traditional Classroom to LC
- 4.7. AR as a Methodology for Asserting Information Skills
- 4.8. Methodology
- 4.9. Didactic Planning Phase
- 4.10. Implementation Phase
- 4.11. Integrating LC
- 4.12. Applying AR In Academic Activities
- 4.13. Academic Evaluation Phase
- 4.14. Analysis of Results: Description of the Main Findings
- 4.15. Conclusions
- References
- 5. The Scoring Rubric for Information Literacy as a Tool for Learning / H. Joosten
- 5.1. Introduction
- 5.2. What Is a Rubric and How Can It Be Used?
- 5.3. The Scoring Rubric for Information Literacy
- 5.4. Case of the Bachelor of ICT at the Hague University
- 5.5. Information and Media Studies
- 5.6. How the Rubric Is Used In the Classroom to Assess the Small Assignments (Peer Assessment and Peer Feedback)
- 5.7. Description of the Final Assignment (Summative Assessment)
- 5.8. Business and Management
- 5.9. Discussion
- References
- Appendix A Scoring Rubric for Information Literacy
- Appendix B Scoring Rubric for Information Literacy
- Report Skills
- pt. II ON INFORMATION LITERACY PROGRAMS
- 6. The Relevance of Communicative Competence in the Context of Information Literacy Programs / F.-J. Garcia-Marco
- 6.1. Overview
- 6.2. Communication and the Cycle of Knowledge
- 6.3. Communicating Knowledge: General Aspects
- 6.4. Effective Private Communication
- 6.5. Public Presentations: Classes, Seminars, and Conferences
- 6.6. Internet Publishing
- 6.7. Formal Scientific Publication
- 6.8. Providing for Dissemination and Retrieval
- 6.9. Assessment of the Communicative Success: Monitoring Impact and Obtaining Feedback
- 6.10. Implementing the Communicative Competence in IL Programs
- 6.11. Conclusions
- References
- 7. Information Culture and Information Literacy as a Scientific Direction and a Field of Educational Activities in Russia / N. Gendina
- 7.1. Main International Approaches to the Information Culture Researches
- 7.2. The History of Formation of Information Culture as an Independent Scientific Direction and Educational Practice in Russia
- 7.3. Information Culture: Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity
- 7.4. Types and Components of Information Culture
- 7.5. Doctrine of Formation of Person's Information Culture
- 7.6. Information Culture as an Academic Discipline
- 7.7. Model of Discipline "Principles of Personal Information Culture"
- 7.8. Media and Information Literacy in the Structure of the Course "Principles of Person's Information Culture": The Experience of the Implementation of UNESCO and IFLA Ideas
- 7.9. Theoretical Complexity of Integrating Media and Information Literacy
- 7.10. Mechanism of Integration of Media Literacy in the Content of the Course "Principles of Person's Information Culture"
- 7.11. Inclusion of Media Literacy Into the Content of the Course "Principles of Person's Information Culture": Problems and Prospects
- 7.12. Conclusion
- References
- pt. III PRACTICING INFORMATION LITERACY: ACADEMIC AND SCHOLAR CONTEXTS
- 8. Toward a Community of Epistemological Practice: A Case Study of Adult Returners to Higher Education / B. Johnston
- 8.1. Introduction
- 8.2. Adult Returners to Higher Education: Transition, Engagement, and CofPs
- 8.3. Our Case Study: Learning and IL Practices in Adult Returners
- 8.4. Learning Strategies
- 8.5. IL: Trust, Authority, Judgment, and Skills
- 8.6. IL and CofPs
- 8.7. Communities of Practice
- 8.8. Epistemological Development: Critical Thinking and Metacognition
- 8.9. Critical Thinking
- 8.10. Conclusion
- References
- 9. Information Literacy Requirements for Open Science / C. Basili
- 9.1. Scholarly Information Literacy as a Variable Dependent From Scholarly Communication
- 9.2. Academic Social Media as New Forms of Scholarly Communication
- 9.3. The Open Science Goal
- 9.4. ACRL Framework for Information Literacy for Higher Education as a Basis for Scholarly Inquiry
- 9.5. Scholarly Information Literacy Requirements in the Current Open Science Environment: The Resulting Picture
- 9.6. Concluding Remarks
- References.