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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 |
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| 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 |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.
- 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.