LEADER 00000cam a2200649Ii 4500 001 ocn959618097 003 OCoLC 005 20210702123340.5 006 m o d 007 cr mn||||||||| 008 160930t20172017ne ob 001 0 eng d 019 959910544|a1162263616 020 9780081006801|q(electronic book) 020 0081006802|q(electronic book) 020 |z9780081006733 020 |z008100673X 035 (OCoLC)959618097|z(OCoLC)959910544|z(OCoLC)1162263616 037 112EFECB-BEB1-4DD2-9C72-006AEA256AD3|bOverDrive, Inc. |nhttp://www.overdrive.com 040 N$T|beng|erda|epn|cN$T|dN$T|dOPELS|dIDEBK|dYDX|dOCLCQ |dOCLCF|dQCL|dOCLCQ|dTEFOD|dOCLCQ|dOSU|dMERER|dOCLCQ|dU3W |dBRX|dTKN|dS2H|dOCLCO 049 RIDW 050 4 LB149 072 7 PSY|x031000|2bisacsh 082 04 302.2244|223 090 LB149 245 00 Pathways into information literacy and communities of practice :|bteaching approaches and case studies /|cedited by Dora Sales and María Pinto. 264 1 Amsterdam :|bChandos Publishing,|c[2017] 264 4 |c©2017 300 1 online resource (xxxiii, 260 pages). 336 text|btxt|2rdacontent 337 computer|bc|2rdamedia 338 online resource|bcr|2rdacarrier 340 |gpolychrome|2rdacc 347 text file|2rdaft 490 1 Chandos information professional series 504 Includes bibliographical references and index. 505 00 |gpt. I|tPERSPECTIVES ON INFORMATION LITERACY TEACHING -- |g1.|tInformation Literacy and Critical Thinking: Context and Practice /|rA. Grafstein --|g1.1.|tIntroduction -- |g1.2.|tBackground and History --|g1.3.|tInformation Literacy Standards and Rubrics --|g1.4.|tInformation Literacy Contextualized --|g1.5.|tCritical Thinking: Research In Context --|g1.6.|tConclusion --|tReferences -- |g2.|tInquiry Learning: A Pedagogical and Curriculum Framework for Information Literacy /|rM. Lupton --|g2.1. |tIntroduction --|g2.2.|tInquiry and the Need for Information --|g2.3.|tInquiry Learning Pedagogy --|g2.4. |tGenerative Questioning Frameworks: Teaching Strategies and Techniques --|g2.5.|tGeneric, Situated, Transformative, and Expressive Windows --|g2.6.|tImplementing Inquiry Learning --|g2.7.|tConclusion --|tReferences --|g3. |tInformation Literacy and Flipped Learning /|rB. Akkoyunlu --|g3.1.|tIntroduction --|g3.2.|tBlended Learning --|g3.3.|tFlipped Learning --|g3.4.|tConclusions and Recommendations --|tAcknowledgment --|tReferences -- |g4.|tInclusion of Information Literacy in the Curriculum Through Learning Communities and Action Research /|rJ. Cortes-Vera --|g4.1.|tIntroduction --|g4.2.|tCurricular Inclusion of IL to Transform Academic Activities --|g4.3. |tIdentification of Curricular Transversality --|g4.4. |tDesign and Implementation of Alternative Training Courses on Information Literacy --|g4.5.|tDesigning an Information Literacy Model With a Systemic Vision --|g4.6. |tFrom the Traditional Classroom to LC --|g4.7.|tAR as a Methodology for Asserting Information Skills --|g4.8. |tMethodology --|g4.9.|tDidactic Planning Phase --|g4.10. |tImplementation Phase --|g4.11.|tIntegrating LC --|g4.12. |tApplying AR In Academic Activities --|g4.13.|tAcademic Evaluation Phase --|g4.14.|tAnalysis of Results: Description of the Main Findings --|g4.15.|tConclusions -- |tReferences --|g5.|tScoring Rubric for Information Literacy as a Tool for Learning /|rH. Joosten --|g5.1. |tIntroduction --|g5.2.|tWhat Is a Rubric and How Can It Be Used? --|g5.3.|tScoring Rubric for Information Literacy --|g5.4.|tCase of the Bachelor of ICT at the Hague University --|g5.5.|tInformation and Media Studies -- |g5.6.|tHow the Rubric Is Used In the Classroom to Assess the Small Assignments (Peer Assessment and Peer Feedback) --|g5.7.|tDescription of the Final Assignment (Summative Assessment) --|g5.8.|tBusiness and Management --|g5.9. |tDiscussion --|tReferences --|gAppendix A|tScoring Rubric for Information Literacy --|gAppendix B|tScoring Rubric for Information Literacy -- Report Skills --|gpt. II|tON INFORMATION LITERACY PROGRAMS --|g6.|tRelevance of Communicative Competence in the Context of Information Literacy Programs /|rF.-J. Garcia-Marco --|g6.1.|tOverview --|g6.2.|tCommunication and the Cycle of Knowledge -- |g6.3.|tCommunicating Knowledge: General Aspects --|g6.4. |tEffective Private Communication --|g6.5.|tPublic Presentations: Classes, Seminars, and Conferences --|g6.6. |tInternet Publishing --|g6.7.|tFormal Scientific Publication --|g6.8.|tProviding for Dissemination and Retrieval --|g6.9.|tAssessment of the Communicative Success: Monitoring Impact and Obtaining Feedback -- |g6.10.|tImplementing the Communicative Competence in IL Programs --|g6.11.|tConclusions --|tReferences --|g7. |tInformation Culture and Information Literacy as a Scientific Direction and a Field of Educational Activities in Russia /|rN. Gendina --|g7.1.|tMain International Approaches to the Information Culture Researches --|g7.2. |tHistory of Formation of Information Culture as an Independent Scientific Direction and Educational Practice in Russia --|g7.3.|tInformation Culture: Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity --|g7.4.|tTypes and Components of Information Culture --|g7.5.|tDoctrine of Formation of Person's Information Culture --|g7.6.|tInformation Culture as an Academic Discipline --|g7.7.|tModel of Discipline "Principles of Personal Information Culture" --|g7.8. |tMedia 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 --|g7.9.|tTheoretical Complexity of Integrating Media and Information Literacy --|g7.10.|tMechanism of Integration of Media Literacy in the Content of the Course "Principles of Person's Information Culture" --|g7.11.|tInclusion of Media Literacy Into the Content of the Course "Principles of Person's Information Culture": Problems and Prospects - -|g7.12.|tConclusion --|tReferences --|gpt. III |tPRACTICING INFORMATION LITERACY: ACADEMIC AND SCHOLAR CONTEXTS --|g8.|tToward a Community of Epistemological Practice: A Case Study of Adult Returners to Higher Education /|rB. Johnston --|g8.1.|tIntroduction --|g8.2. |tAdult Returners to Higher Education: Transition, Engagement, and CofPs --|g8.3.|tOur Case Study: Learning and IL Practices in Adult Returners --|g8.4.|tLearning Strategies --|g8.5.|tIL: Trust, Authority, Judgment, and Skills --|g8.6.|tIL and CofPs --|g8.7.|tCommunities of Practice --|g8.8.|tEpistemological Development: Critical Thinking and Metacognition --|g8.9.|tCritical Thinking -- |g8.10.|tConclusion --|tReferences --|g9.|tInformation Literacy Requirements for Open Science /|rC. Basili -- |g9.1.|tScholarly Information Literacy as a Variable Dependent From Scholarly Communication --|g9.2.|tAcademic Social Media as New Forms of Scholarly Communication -- |g9.3.|tOpen Science Goal --|g9.4.|tACRL Framework for Information Literacy for Higher Education as a Basis for Scholarly Inquiry --|g9.5.|tScholarly Information Literacy Requirements in the Current Open Science Environment: The Resulting Picture --|g9.6.|tConcluding Remarks -- |tReferences. 520 Pathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies considers the specific information literacy needs of communities of practice. As such, the book fills a gap in the literature, which has treated information literacy extensively, but has not applied it to the area of communities of practice. Since every community of practice generates, seeks, retrieves, and uses resources and sources related to the cognitive structure being researched or studied, and the tasks being performed, the need arises to undertake studies focused on real user communities, especially at a graduate level. This edited collection presents contributions from an international perspective on this key topic in library and information science. Contributions are arranged into two sections, the first exploring teaching and learning processes, and the second presenting case studies in communities of practice, including, but not limited to, health, research environments, college students, and higher education. 588 Description based on print version record. 590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic Collection - North America 650 0 Literacy|0https://id.loc.gov/authorities/subjects/ sh85077482|xStudy and teaching|0https://id.loc.gov/ authorities/subjects/sh2001008697|vCase studies.|0https:// id.loc.gov/authorities/subjects/sh99001484 650 7 Literacy|xStudy and teaching.|2fast|0https:// id.worldcat.org/fast/999888 650 7 Literacy.|2fast|0https://id.worldcat.org/fast/999859 655 0 Electronic books. 655 4 Electronic books. 655 7 Case studies.|2fast|0https://id.worldcat.org/fast/1423765 655 7 Case studies.|2lcgft|0https://id.loc.gov/authorities/ genreForms/gf2017026140 700 1 Sales, Dora,|0https://id.loc.gov/authorities/names/ n2002012910|eeditor. 700 1 Pinto Molina, María,|0https://id.loc.gov/authorities/names /n84093921|eeditor. 776 08 |iPrint version:|tPathways into information literacy and communities of practice.|dCambridge, MA : Chandos Publishing is an imprint of Elsevier, [2017] |z9780081006733|w(OCoLC)960704227 830 0 Chandos information professional series.|0https:// id.loc.gov/authorities/names/no2003116571 856 40 |uhttps://rider.idm.oclc.org/login?url=https:// search.ebscohost.com/login.aspx?direct=true&scope=site& db=nlebk&AN=1144553|zOnline ebook via EBSCO. Access restricted to current Rider University students, faculty, and staff. 856 42 |3Instructions for reading/downloading the EBSCO version of this ebook|uhttp://guides.rider.edu/ebooks/ebsco 901 MARCIVE 20231220 948 |d20210708|cEBSCO|tEBSCOebooksacademic NEW 5016 |lridw 994 92|bRID