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Teaching information literacy in higher education : effective teaching and active learning /
Why do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy h...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge, MA :
Chandos Publishing, an imprint of Elsevier,
[2017]
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| Colección: | Chandos information professional series.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Ii 4500 | ||
|---|---|---|---|
| 001 | SCIDIR_ocn978351003 | ||
| 003 | OCoLC | ||
| 005 | 20231120112221.0 | ||
| 006 | m o d | ||
| 007 | cr cnu|||unuuu | ||
| 008 | 170324s2017 mau ob 001 0 eng d | ||
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| 020 | |a 9780081010051 |q (electronic bk.) | ||
| 020 | |a 0081010052 |q (electronic bk.) | ||
| 020 | |z 9780081009215 | ||
| 035 | |a (OCoLC)978351003 | ||
| 050 | 4 | |a ZA3075 | |
| 072 | 7 | |a LIT |x 007000 |2 bisacsh | |
| 082 | 0 | 4 | |a 028.7071 |2 23 |
| 100 | 1 | |a L�kse, Mariann, |e author. | |
| 245 | 1 | 0 | |a Teaching information literacy in higher education : |b effective teaching and active learning / |c Mariann L�kse, Torstein L�ag, Mariann Solberg, Helene N. Andreassen and Mark Stenersen. |
| 264 | 1 | |a Cambridge, MA : |b Chandos Publishing, an imprint of Elsevier, |c [2017] | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Chandos information professional series | |
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed March 27, 2017). | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Front Cover; Teaching Information Literacy in Higher Education; Copyright Page; Contents; Acknowledgments; 1. The Importance of Being Information Literate; 1.1 I'll Tell You What We Want, What We Really Really Want; 1.1.1 Learning how to learn; 1.1.2 The oil in the machinery; 1.1.3 Too much information driving me insane; 1.1.4 It's not over till it's over: Lifelong learning; 1.2 What's in It for you?; 2. Information Literacy: The What and How; 2.1 Information Literacy Defined; 2.1.1 What's in a name?; 2.1.2 Information literacy and its cousin metaliteracy. | |
| 505 | 8 | |a 2.1.3 The one definition to rule them all?2.2 Current Teaching Practices; 2.2.1 Forms of information literacy teaching; 2.2.2 Challenges of information literacy teaching; 2.3 The Times They Are a-Changin'; 3. Things We Know About How Learning Happens; 3.1 Limits of Human Information Processing; 3.1.1 Attentional selectivity and control; 3.1.2 Limits on sustained, focused attention; 3.1.3 Working hard with working memory; 3.1.4 Two modes of processing in working memory; 3.1.5 Prior knowledge and long-term learning; 3.2 Approaches to Learning; 3.2.1 Consequences of learning approaches. | |
| 505 | 8 | |a 3.2.2 Determinants of learning approaches3.2.3 Encouraging deeper learning; 3.3 Motivation to Learn; 3.3.1 Motivational patterns and mindsets; 3.4 What Works; 3.4.1 Lessons from the Visible Learning synthesis; 3.4.2 Active and collaborative learning improves student achievement; 4. Learning Strategies; 4.1 Student Learning Strategies-What Is Effective?; 4.2 How Students Really Study; 4.3 Using Learning Strategies in IL Teaching; 4.3.1 Sharing knowledge of effective learning strategies; 4.3.1.1 Distributed practice and the cycles of the research process. | |
| 505 | 8 | |a 4.3.1.2 Desirable difficulties and handling information confusion4.3.1.3 Interrogative questioning as a focus for IL practice; 4.3.1.4 Explaining to apply our selves; 4.3.1.5 Interlude; 4.3.2 Modeling and scaffolding effective learning strategies; 4.3.3 Harnessing the power of spaced practice testing; 4.3.4 Teaching for engagement and deeper learning; 5. Toward Academic Integrity and Critical Thinking; 5.1 Introduction; 5.2 Academic Bildung-the Formation Processes of Academia; 5.3 Academic Integrity-the Moral Code of Academia. | |
| 505 | 8 | |a 5.3.1 Academic integrity: From individual virtue, to institutional policy, and back again?5.3.2 The value base of academic integrity: Research integrity; 5.4 An Empirical Basis for Relating to Norms and Values in Information Literacy Teaching; 5.5 Critical Thinking-a Goal of Academic Formation Processes; 5.6 Developing Academic Integrity and Critical Thinking; 6. Teaching It All; 6.1 What Have We Learnt in School Today?; 6.1.1 Introduction; 6.1.2 Administrative guidelines, or how to avoid starting at scratch; 6.2 Preparation; 6.2.1 Constructive alignment, learning outcomes and objectives. | |
| 520 | |a Why do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy has become increasingly important in academia. Also, students that know how to learn have a better chance of adapting their learning strategies to the demands of higher education, and thus completing their degree. The authors discuss the various aspects of how academic integrity and information literacy are linked to learning, and provide examples on how our theories can be put into practice. The book also provides insight on the normative side of higher education, namely academic formation and the personal development process of students. The cognitive aspects of the transition to higher education, including learning strategies and critical thinking, are explored; and finally the book asks how information literacy teaching in higher education might be improved to help students meet contemporary challenges. | ||
| 650 | 0 | |a Information literacy |x Study and teaching (Higher) | |
| 650 | 0 | |a Active learning. | |
| 650 | 0 | |a Effective teaching. | |
| 650 | 6 | |a Apprentissage par l'action. |0 (CaQQLa)201-0115197 | |
| 650 | 6 | |a Enseignement efficace. |0 (CaQQLa)201-0274487 | |
| 650 | 7 | |a LITERARY CRITICISM |x Books & Reading. |2 bisacsh | |
| 650 | 7 | |a Active learning |2 fast |0 (OCoLC)fst00796275 | |
| 650 | 7 | |a Effective teaching |2 fast |0 (OCoLC)fst00903762 | |
| 650 | 7 | |a Information literacy |x Study and teaching (Higher) |2 fast |0 (OCoLC)fst00972564 | |
| 700 | 1 | |a L�ag, Torstein, |e author. | |
| 700 | 1 | |a Solberg, Mariann, |e author. | |
| 700 | 1 | |a Andreassen, Helene N., |e author. | |
| 700 | 1 | |a Stenersen, Mark, |e author. | |
| 830 | 0 | |a Chandos information professional series. | |
| 856 | 4 | 0 | |u https://sciencedirect.uam.elogim.com/science/book/9780081009215 |z Texto completo |