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| Author | : Joanna M. Burkhardt |
| Publisher | : American Library Association |
| Total Pages | : 197 |
| Release | : 2016-06-02 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0838914519 |
| Author | : Natalie Greene Taylor |
| Publisher | : American Library Association |
| Total Pages | : 260 |
| Release | : 2021-11-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0838938124 |
It’s not hyperbole to conclude that in today’s world, information literacy is essential for survival and success; and also that, if left unchecked, the social consequences of widespread misinformation and information illiteracy will only continue to grow more dire. Thus its study must be at the core of every education. But while many books have been written on information literacy, this text is the first to examine information literacy from a cross-national, cross-cultural, and cross-institutional perspective. From this book, readers will learn about information literacy in a wide variety of contexts, including academic and school libraries, public libraries, special libraries, and archives, through research and literature that has previously been siloed in specialized publications; come to understand why information literacy is not just an issue of information and technology, but also a broader community and societal issue; get an historical overview of advertising, propaganda, disinformation, misinformation, and illiteracy; gain knowledge of both applied strategies for working with individuals and for addressing the issues in community contexts; find methods for combating urgent societal ills caused and exacerbated by misinformation; and get tools and techniques for advocacy, activism, and self-reflection throughout one’s career.
| Author | : Mariann Lokse |
| Publisher | : Chandos Publishing |
| Total Pages | : 174 |
| Release | : 2017-03-22 |
| Genre | : Education |
| ISBN | : 0081010052 |
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. Presents critical thinking and learning strategies as a basic foundation for information literacy Covers information literacy as a way into deep learning/higher order thinking Provides self-regulation, motivation, and self-respect as tools in learning Emphasizes the interdependence of learning, academic integrity, critical thinking, and information literacy A practical guide to teaching information literacy based on an increased focus on the learning process, an essential for Information literacy graduate students and higher education teaching staff in relevant fields
| Author | : Michelle Reale |
| Publisher | : American Library Association |
| Total Pages | : 123 |
| Release | : 2020-07-23 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 083894714X |
While the profession has generated many books on information literacy, none to date have validated exactly why it is so difficult to teach. In her new book, Reale posits that examining and reflecting on the reality of those factors is what will enable practitioners to meet the challenge of their important mandate. Using the same warm and conversational tone as in her previous works, she uses personal anecdotes to lay out the key reasons that teaching information literacy is so challenging, from the limited amount of time given to instructors and lack of collaboration with faculty to one’s own anxieties about the work; examines how these factors are related and where librarians fit in; validates readers’ struggles and frustrations through an honest discussion of the emotional labor of librarianship, including “imposter syndrome,” stress, and burnout; offers a variety of approaches, strategies, and topics of focus that will assist readers in their daily practice; looks at how a vibrant community of practice can foster positive change both personally and institutionally; and presents “Points to Ponder” at the end of each chapter that encourage readers to self-reflect and then transform personal insights into action.
| Author | : Grace Veach |
| Publisher | : Purdue University Press |
| Total Pages | : 331 |
| Release | : 2018-09-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1612495478 |
This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.
| Author | : Zorana Ercegovac |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 209 |
| Release | : 2008-05-01 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1586833782 |
Based on empirical research and written by an expert, this book provides the information a media specialist needs to teach information literacy skills in a meaningful, useful, and strategic manner. • Draws on learning theories, research, and AASL's position on information literacy using a tried and true approach. • Considers five types of learning: content understanding, problem-solving, metacognition, collaboration, and communication • Includes lesson plans, information literacy skills pre-test and post-test, scoring rubrics, and a checklist for evaluating online databases • Gives expert advice on teaching information literacy and making the transition between high school and college A copy of this book will assist the media specialist in preparing students for their future, including college research. An annotated bibliography identifies and summarizes major works in the various aspects of information literacy and assessment techniques. Everything you need to know to prepare your students is included in this masterful second edition.
| Author | : Patricia Bravender |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2015 |
| Genre | : Communication in learning and scholarship |
| ISBN | : 9780838987711 |
"Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ACRL Framework for Information Literacy in Higher Education (2015). This volume offers concrete and specific ways of teaching the threshold concepts that are central to the ACRL Framework and is suitable for all types of academic libraries, high school libraries, as well as a pedagogical tool for library and information schools". --Publisher.
| Author | : Thomas P. Mackey |
| Publisher | : American Library Association |
| Total Pages | : 302 |
| Release | : 2014-04-08 |
| Genre | : Computers |
| ISBN | : 1555709893 |
Today’s learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In Metaliteracy, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today’s world. Combining theory and case studies, the authors Show why media literacy, visual literacy, digital literacy, and a host of other specific literacies are critical for informed citizens in the twenty-first centuryOffer a framework for engaging in today’s information environments as active, selfreflective, and critical contributors to these collaborative spacesConnect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytellingThis cutting-edge approach to information literacy will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers.
| Author | : Barbara J. D'Angelo |
| Publisher | : CSU Open Press |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Information literacy |
| ISBN | : 9781607326571 |
"Bringing together scholarship and pedagogy from a multiple of perspectives and disciplines to provide a broader and more complex understanding of information literacy and suggests ways that teaching and library faculty can work together to respond to the rapidly changing and dynamic information landscape"--Provided by publisher.
| Author | : Christopher Vance Hollister |
| Publisher | : Assoc of Cllge & Rsrch Libr |
| Total Pages | : 289 |
| Release | : 2010 |
| Genre | : Information literacy |
| ISBN | : |
This work is a collection of previously unpublished papers in which contributing authors describe and recommend best practices for creating, developing and teaching credit-bearing information literacy (IL) courses at the college and university level. Contributors include academic librarians from universities, four-year colleges and community colleges to demonstrate successful IL course endeavors at their respective institutions. It includes several case studies of both classroom and online IL courses; some are elective and some required, some are discipline-specific and others are integrated into academic programs or departments. Contributors discuss useful and effective methods for developing, teaching, assessing and marketing courses. Also included are chapters on theoretical approaches to credit bearing IL courses and their history in higher education. Organized around three themes, create, develop and teach, this book provides practitioners and administrators with a start-to-finish guide to best practices for credit-bearing IL courses.
