Pathways into Information Literacy and Communities of Practice

Teaching Approaches and Case Studies
 
 
Chandos Publishing
  • 1. Auflage
  • |
  • erschienen am 26. September 2016
  • |
  • 294 Seiten
 
E-Book | ePUB mit Adobe DRM | Systemvoraussetzungen
978-0-08-100680-1 (ISBN)
 

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.


  • Focuses on communities of practice, including health, research, and higher education and their distinct information needs
  • Includes chapters from an international and experienced set of contributors
  • Presents an interdisciplinary perspective on the topic
  • Englisch
  • OXford
Elsevier Science
  • 5,38 MB
978-0-08-100680-1 (9780081006801)
0081006802 (0081006802)
weitere Ausgaben werden ermittelt
  • Front Cover
  • Pathways into Information Literacy and Communities of Practice
  • Copyright Page
  • Contents
  • List of Contributors
  • Biographies
  • About the Contributors
  • Acknowledgments
  • Introduction: Teaching Information Literacy, An Open Challenge
  • References
  • I. Perspectives on Information Literacy Teaching
  • 1 Information Literacy and Critical Thinking: Context and Practice
  • 1.1 Introduction
  • 1.2 Background and History
  • 1.3 Information Literacy Standards and Rubrics
  • 1.3.1 Information Literacy Competency Standards
  • 1.3.2 Assessment and Rubrics
  • 1.4 Information Literacy Contextualized
  • 1.5 Critical Thinking: Research in Context
  • 1.5.1 Criteria for Evaluating Research: The Gold Standards
  • 1.5.2 The Gold Standards Contextualized
  • 1.5.2.1 Funding and Sponsorship
  • 1.5.2.2 Research Paradigms
  • 1.5.2.3 Which Research Is Disseminated?
  • 1.6 Conclusion
  • References
  • 2 Inquiry Learning: A Pedagogical and Curriculum Framework for Information Literacy
  • 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
  • References
  • 3 Information Literacy and Flipped Learning
  • 3.1 Introduction
  • 3.2 Blended Learning
  • 3.3 Flipped Learning
  • 3.3.1 Benefits and Challenges of the Flipped Classroom
  • 3.3.1.1 Benefits of the Flipped Classroom
  • 3.3.1.2 Challenges of the Flipped Classroom
  • 3.3.2 Use of the Flipped Classroom in Higher Education
  • 3.3.3 Flipping Information Literacy Instruction
  • 3.3.3.1 Challenges of Flipping Information Literacy Instruction
  • 3.3.4 A Case Study
  • 3.3.4.1 The Aim, Study Group, and Data Collection Tools
  • 3.3.4.2 Implementation
  • 3.3.4.3 Findings
  • 3.4 Conclusions and Recommendations
  • Acknowledgment
  • References
  • 4 Inclusion of Information Literacy in the Curriculum Through Learning Communities and Action Research
  • 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
  • References
  • 5 The Scoring Rubric for Information Literacy as a Tool for Learning
  • 5.1 Introduction
  • 5.2 What Is a Rubric and How Can It Be Used?
  • 5.3 The Scoring Rubric for Information Literacy (van Helvoort, 2010)
  • 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
  • References
  • Appendix A: Scoring Rubric for Information Literacy
  • Appendix B: Scoring Rubric for Information Literacy-Report Skills
  • II. On Information Literacy Programs
  • 6 The Relevance of Communicative Competence in the Context of Information Literacy Programs
  • 6.1 Overview
  • 6.2 Communication and the Cycle of Knowledge
  • 6.3 Communicating Knowledge: General Aspects
  • 6.3.1 Communication as a Work
  • 6.3.2 The Two Aspects of Communication: Standardization and Optimization Versus Negotiated Meaning Construction
  • 6.3.3 Ethics of Communication
  • 6.3.4 Kinds of Communication
  • 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
  • 6.8.1 Metadata Assignment and Access Point Improvement
  • 6.8.2 Choosing the Best Medium and Conforming to the Publisher's Standards
  • 6.8.3 Archiving and Open Access
  • 6.8.4 Marketing
  • 6.9 Assessment of the Communicative Success: Monitoring Impact and Obtaining Feedback
  • 6.10 Implementing the Communicative Competence in IL Programs
  • 6.10.1 The Competence-Based Approach
  • 6.10.2 Gathering the Team and Waving the Network
  • 6.10.3 Clarifying the Audience or Target Group
  • 6.10.4 Defining the Educational Results
  • 6.10.5 Methodologies
  • 6.10.6 Assessing Impact
  • 6.11 Conclusions
  • References
  • 7 Information Culture and Information Literacy as a Scientific Direction and a Field of Educational Activities in Russia
  • 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 Experie...
  • 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 ...
  • 7.12 Conclusion
  • References
  • III. Practicing Information Literacy: Academic and Scholar Contexts
  • 8 Toward a Community of Epistemological Practice: A Case Study of Adult Returners to Higher Education
  • 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
  • References
  • 9 Information Literacy Requirements for Open Science
  • 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: The Resulting Picture
  • 9.6 Concluding Remarks
  • References
  • Index
  • Back Cover

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