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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.
Availability
Copies in the Library
Location
Call Number
Status
Location Service
Notes
ReCAP - Remote Storage
ZA3075 .P38 2017
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Details
Subject(s)
Information literacy
—
Study and teaching
[Browse]
Information literacy
—
Study and teaching
—
Case studies
[Browse]
Editor
Sales, Dora
[Browse]
Pinto Molina, María
[Browse]
Library of Congress genre(s)
Case studies
[Browse]
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.
Show 95 more Contents items
ISBN
9780081006733 (paperback)
008100673X (paperback)
LCCN
2016942434
OCLC
960704227
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