IMPACT learning : librarians at the forefront of change in higher education /

IMPACT Learning: Librarians at the Forefront of Change in Higher Education describes how academic libraries can enable the success of higher education students by creating or partnering with teaching and learning initiatives that support meaningful learning through engagement with information. Since...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Maybee, Clarence (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Cambridge, MA : Chandos Publishing, an imprint of Elsevier, [2018]
Colección:Chandos information professional series.
Temas:
Academic librarians.
Librarians > Education (Higher)
Biblioth�ecaires d'universit�e.
LANGUAGE ARTS & DISCIPLINES > Library & Information Science > General.
Academic librarians
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Machine generated contents note: pt. 1 Fostering Learning Through Librarianship
  • 1. Introduction
  • 1.1. Purpose of this Book
  • 1.2. Structure of the Book
  • References
  • 2. From Information Literacy to Informed Learning
  • 2.1. Introduction
  • 2.2. The Burgeoning of Information Literacy
  • 2.3. An Abundance of New Ideas About Information Literacy
  • 2.4. Rethinking Information Literacy in Higher Education
  • 2.5. Conclusion
  • References
  • 3. Effecting Change Through Teaching and Learning Initiatives
  • 3.1. Introduction
  • 3.2. Collaborating for Informed Learning
  • 3.3. Influencing College and University Courses
  • 3.4. Challenges to Informed Learning Collaborations (and How to Overcome Them)
  • 3.5. Conclusion
  • References
  • pt. 2 Course Development at Purdue: A Case for Fostering Learning Through Information Literacy
  • 4. Purdue Libraries' Involvement in IMPACT
  • 4.1. Introduction
  • 4.2. Creation of the IMPACT Program
  • 4.3. The IMPACT Partnership
  • 4.4. Why the Libraries?
  • Note continued: 4.5. The IMPACT Model
  • 4.6. Day-to-Day in IMPACT
  • 4.7. Conclusion
  • References
  • 5. Librarians as Coaches
  • 5.1. Introduction
  • 5.2. Characteristics of Quality Coaching
  • 5.3. The Common Ground of Instructional Design
  • 5.4.A Shared Language of Learning
  • 5.5. Conclusion
  • References
  • 6. Higher Education Teachers' Views of Information Literacy
  • 6.1. Introduction
  • 6.2. Teachers Views of Information Literacy
  • 6.3. Teachers Views of Information Literacy in the Active Learning Classroom
  • 6.4. Understanding Partners to Build Partnerships
  • 6.5. Conclusion
  • References
  • 7. Information Literacy in IMPACT Courses
  • 7.1. Introduction
  • 7.2. IMPACT Vignettes
  • 7.3. New Project: Information Literacy, Motivation, and Learning Gains
  • 7.4. Conclusion
  • References
  • 8. Using Theories From IMPACT to Create Informed Learning Tools
  • 8.1. Introduction
  • 8.2. Self-Determination Theory and IMPACT
  • 8.3. Motivating Informed Learners.
  • Note continued: 8.4. Backward Design and IMPACT
  • 8.5. Informed Learning Design
  • 8.6. Conclusion
  • References
  • 9. Lessons Learned in IMPACT
  • 9.1. Introduction
  • 9.2. Don't Engage in Unproductive Advocacy
  • 9.3. Focus on the Challenges Faced by Teachers
  • 9.4. Negotiate Views of Information Literacy
  • 9.5. Reflections on Lessons Learned
  • 9.6. Conclusion
  • References
  • pt. 3 Reenvisioning Information Literacy Education
  • 10. Three Essentials for Integrating Information Literacy
  • 10.1. Introduction
  • 10.2. Focus on Student Learning
  • 10.3. Find the Conversation
  • 10.4. Consulting Approaches that Focus on Creating Shared Goals
  • 10.5. Conclusion
  • References
  • 11. Developing Librarians to Support Learning Initiatives
  • 11.1. Introduction
  • 11.2. Required Knowledge and Abilities
  • 11.3. Development Gaps
  • 11.4. Existing Opportunities for Development
  • 11.5. Conclusion
  • References
  • 12. The Way Forward
  • 12.1. Introduction.
  • Note continued: 12.2. Informed Learning and Higher Education
  • 12.3. Informed Learning Design
  • 12.4. Informed Learning Research
  • 12.5. Final Thoughts
  • References.

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