Pathways into information literacy and communities of practice : teaching approaches and case studies / edited by Dora Sales, Maria Pinto.

Format
Book
Language
English
Published/​Created
Cambridge, MA : Chandos Publishing, [2017]
Description
xxxiii, 260 pages ; 23 cm.

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    Details

    Subject(s)
    Editor
    Library of Congress genre(s)
    Series
    Chandos information professional series [More in this series]
    Bibliographic references
    Includes bibliographical references and index.
    Contents
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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: TheResulting Picture
    • 9.6. Concluding Remarks
    • References.
    ISBN
    • 9780081006733 (paperback)
    • 008100673X (paperback)
    LCCN
    2016942434
    OCLC
    960704227
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