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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
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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
