Teaching Information Literacy Online
1st Edition
Published on 24. February 2011
Book
Paperback/Softback
226 pages
978-1-85604-767-8 (ISBN)
Description
As online learning becomes increasingly popular and widespread, librarians and faculty need new models for developing information literacy instruction in online environments. In this new book, respected authors Thomas P. Mackey and Trudi E. Jacobson explore innovative faculty-librarian partnerships for teaching information literacy online. All of the contributions to this edited volume are co-written by faculty-librarian teams, providing a global perspective from the UK's Open University and the University of Manchester, and from a number of US institutions including the University of Central Florida and Indiana State University. Each chapter fuses pedagogical, disciplinary and technological issues, and covers practical approaches to hybrid, blended, open and fully online courses and programs. A number of disciplines are represented at undergraduate and graduate levels, including Business and Accounting, Computer and Library Science, History, English, Women's Studies, Education and Social Work, as well as Curriculum Instruction and Media Studies. To help readers replicate the models in this book, each chapter has an emphasis on program planning, best practices, potential challenges and effective assessment strategies for improving student learning. Author teams describe technology innovations using reusable learning objects, Web 2.0 tools, learning management systems, open wiki environments, online portals and the virtual world of Second Life. Through a combination of research and valuable real-life success stories, this cutting-edge new resource will help faculty and librarians foster effective collaborations and provide students with positive online learning experiences.
Reviews / Votes
"Mackey and Jacobson have assembled a veritable bible on how to do it right by providing eight original models of IL best practices and successful online implementations." -- Library Journal "Well written, the insights this book provides will stimulate educators and information literacy practitioners, perhaps leading them to reassess how they currently support research and teaching, and reinforce for them some of the key issues and challenges they are facing in terms of collaborative partnerships for online education. It will also resonate with those practitioners involved in flexible and innovative approaches to teaching information literacy, will generate fresh ideas, and might encourage information literacy educators to harness the opportunities and possibilities provided by an array of new technologies." -- Journal of Information Literacy "The genuine collaborations between faculty and librarians described in each chapter are inspirational, as are the range of online courses that are described. As someone who believed they knew a reasonable amount about this topic, I found much new in this book. The further reading at the end of each chapter was impressive and has led to me exploring numerous avenues." -- ProgramMore details
Language
English
Place of publication
London
United Kingdom
Target group
Professional and scholarly
Professional Practice & Development
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 13 mm
Weight
145 gr
ISBN-13
978-1-85604-767-8 (9781856047678)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Thomas P. Mackey, PhD, is dean at the Center for Distance Learning at SUNY Empire State College in Saratoga Springs, New York. His teaching and research interests include metaliteracy, information literacy, blended, open, and online learning, and social media. He has co-developed a Metaliteracy MOOC with Trudi E. Jacobson and others, is a member of the editorial team for Open Praxis, the international scholarly journal about research and innovation in open, distance, and flexible education, and is a member of the SUNY Faculty Advisory Council on Teaching and Technology and the SUNY Learning Network Advisory Council. He is the co-editor, with Trudi E. Jacobson, of five books about faculty-librarian collaboration and the author of numerous research articles.
Trudi E. Jacobson, MLS, MA, is distinguished librarian and head of the Information Literacy Department at the University at Albany, SUNY, where she teaches undergraduate information literacy courses. Her interests include the use of critical thinking and active learning activities in the classroom, and she was the principal investigator for a recent SUNY Innovative Instruction Technology Grant that created the Metaliteracy Learning Collaborative. She is the co-author, with Lijuan Xu, of Motivating Students in Information Literacy Classes; co-editor, with Thomas P. Mackey, of five volumes that explore information literacy-related collaborations between faculty and librarians; and author of many published articles. She won the 2009 Association of College and Research Libraries Instruction Section's Miriam Dudley Instruction Librarian Award.
Trudi E. Jacobson, MLS, MA, is distinguished librarian and head of the Information Literacy Department at the University at Albany, SUNY, where she teaches undergraduate information literacy courses. Her interests include the use of critical thinking and active learning activities in the classroom, and she was the principal investigator for a recent SUNY Innovative Instruction Technology Grant that created the Metaliteracy Learning Collaborative. She is the co-author, with Lijuan Xu, of Motivating Students in Information Literacy Classes; co-editor, with Thomas P. Mackey, of five volumes that explore information literacy-related collaborations between faculty and librarians; and author of many published articles. She won the 2009 Association of College and Research Libraries Instruction Section's Miriam Dudley Instruction Librarian Award.
Content
Foreword Terry Anderson PART I: BLENDED AND HYBRID LEARNING 1. Shakespeare is not a one-shot deal: an open wiki model for the humanities - John Venecek and Katheryn Giglio 2. Reusable learning objects: developing online information literacy instruction through collaborative design - Matthew C Sylvain, Kari Mofford, Elizabeth Lehr, and Jeannette E Riley 3. Framing multiliteracies: a blended and holistic approach to digital technology education - Andrew Whitworth, Ian Fishwick, and Steve McIndoe 4. Finding your fate: the evolution of a librarian-faculty collaboration to bring history online - Kristina DuRocher and Lisa Nichols PART II: OPEN AND ONLINE LEARNING 5. Supported open learning: developing an integrated information literacy strategy online - Clarissa Gosling and Ingrid Nix 6. Information-literate avatars: resource-based learning in Second Life - Jenna Kammer and Tracey Thompson 7. Information literacy by design: recalibrating graduate professional asynchronous online programs - David Lavoie, Andrew Rosman, and Shikha Sharma 8. Working outside the org chart: a faculty-librarian partnership to design an online graduate course - Susan M Frey and Rebecca L Fiedler.