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Information literacy : a practitioner's guide

Oxford, England : Chandos Publishing, 2005.
Descripción: xxii, 208 páginas : ilustraciones

ISBN: 1843340658

Information literacy - setting the scene. From library instruction to information literacy. Definitions of library instruction. Students' lack of information literacy skills. Environmental factors in the shift to information literacy. Information literacy: a multi-faceted concept. Information literacy and the Iearning how to learn' approach. Models of information literacy. The stigma of literacy?. Information literacy and lifelong learning. Information literacy and the National Learning Agenda. National perspectives on information literacy in the USA. National perspectives on information literacy in Australia. National perspectives on information literacy in the UK. Summary

Comparison of the information literacy frameworks. Application of the information literacy framework. Higher- and lower-order thinking. Information literacy is not synonymous with 'IT'. Information literacy models of integration. Information literacy multi-Ievel integration. Information literacy: an institution-wide initiative. Summary

Information literacy practice. Information literacy: a lifelong learning culture. The role of the tutor: 'from the sage on the stage to the guide on the side'. Information literacy and assessment practices

Case study 1: Information literacy module for social sciences. Information literacy module outline. Assessment details. Information literacy and instructional design. The plug-and-play structure. Examples of diagnostic and post-testing. Students' reflection on the information literacy module: what have you learned?. Future developments of the information literacy module 2004/5 academic year. Summary

Case study 2: Applied Information Research. Information literacy and the information professional. 'Librarians are no longer keepers of information, but teachers of information'. AIR in context. AIR module outline. Learning outcomes. Assessment details. Learning and teaching methods. The knowledge-spiral and action-research approaches. Bibliography. Analysis of the results from the diagnostic questionnaire. Analysis of the students' performance in the short paper exercise. Analysis of the group-based presentation and feedback. Feedback from the summative questionnaires. Summary

Conclusion.



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