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010 a| 2016942434;

020 a| 9780081006733q| paperback;

020 a| 008100673Xq| paperback;

035 a| (WaSeSS)ssj0002325046;

042 a| pcc;

049 a| EREEa| NEHH;

050 00 a| ZA3088.5.C65b| P38 2017;

082 00 a| 028.7071/12| 23;

245 00 a| Pathways into information literacy and communities of practiceh| [electronic resource] :b| teaching approaches and case studies /c| edited by Dora Sales, Maria Pinto.;

260 a| Cambridge, MA :b| Chandos Publishing,c| [2017];

300 a| xxxiii, 260 pages ;c| 23 cm.;

490 0 a| Chandos information professional series;

504 a| Includes bibliographical references and index.;

505 00 a| Machine generated contents note:g| pt. It| PERSPECTIVES ON INFORMATION LITERACY TEACHING --g| 1.t| Information Literacy and Critical Thinking: Context and Practice /r| A. Grafstein --g| 1.1.t| Introduction --g| 1.2.t| Background and History --g| 1.3.t| Information Literacy Standards and Rubrics --g| 1.4.t| Information Literacy Contextualized --g| 1.5.t| Critical Thinking: Research In Context --g| 1.6.t| Conclusion --t| References --g| 2.t| Inquiry Learning: A Pedagogical and Curriculum Framework for Information Literacy /r| M. Lupton --g| 2.1.t| Introduction --g| 2.2.t| Inquiry and the Need for Information --g| 2.3.t| Inquiry Learning Pedagogy --g| 2.4.t| Generative Questioning Frameworks: Teaching Strategies and Techniques --g| 2.5.t| Generic, Situated, Transformative, and Expressive Windows --g| 2.6.t| Implementing Inquiry Learning --g| 2.7.t| Conclusion --t| References --g| 3.t| Information Literacy and Flipped Learning /r| B. Akkoyunlu --g| 3.1.t| Introduction --g| 3.2.t| Blended Learning --g| 3.3.t| Flipped Learning --g| 3.4.t| Conclusions and Recommendations --t| Acknowledgment --t| References --g| 4.t| Inclusion of Information Literacy in the Curriculum Through Learning Communities and Action Research /r| J. Cortes-Vera --g| 4.1.t| Introduction --g| 4.2.t| Curricular Inclusion of IL to Transform Academic Activities --g| 4.3.t| Identification of Curricular Transversality --g| 4.4.t| Design and Implementation of Alternative Training Courses on Information Literacy --g| 4.5.t| Designing an Information Literacy Model With a Systemic Vision --g| 4.6.t| From the Traditional Classroom to LC --g| 4.7.t| AR as a Methodology for Asserting Information Skills --g| 4.8.t| Methodology --g| 4.9.t| Didactic Planning Phase --g| 4.10.t| Implementation Phase --g| 4.11.t| Integrating LC --g| 4.12.t| Applying AR In Academic Activities --g| 4.13.t| Academic Evaluation Phase --g| 4.14.t| Analysis of Results: Description of the Main Findings --g| 4.15.t| Conclusions --t| References --g| 5.t| The Scoring Rubric for Information Literacy as a Tool for Learning /r| H. Joosten --g| 5.1.t| Introduction --g| 5.2.t| What Is a Rubric and How Can It Be Used? --g| 5.3.t| The Scoring Rubric for Information Literacy --g| 5.4.t| Case of the Bachelor of ICT at the Hague University --g| 5.5.t| Information and Media Studies --g| 5.6.t| How the Rubric Is Used In the Classroom to Assess the Small Assignments (Peer Assessment and Peer Feedback) --g| 5.7.t| Description of the Final Assignment (Summative Assessment) --g| 5.8.t| Business and Management --g| 5.9.t| Discussion --t| References --g| Appendix At| Scoring Rubric for Information Literacy --g| Appendix Bt| Scoring Rubric for Information Literacy -- Report Skills --g| pt. IIt| ON INFORMATION LITERACY PROGRAMS --g| 6.t| The Relevance of Communicative Competence in the Context of Information Literacy Programs /r| F.-J. Garcia-Marco --g| 6.1.t| Overview --g| 6.2.t| Communication and the Cycle of Knowledge --g| 6.3.t| Communicating Knowledge: General Aspects --g| 6.4.t| Effective Private Communication --g| 6.5.t| Public Presentations: Classes, Seminars, and Conferences --g| 6.6.t| Internet Publishing --g| 6.7.t| Formal Scientific Publication --g| 6.8.t| Providing for Dissemination and Retrieval --g| 6.9.t| Assessment of the Communicative Success: Monitoring Impact and Obtaining Feedback --g| 6.10.t| Implementing the Communicative Competence in IL Programs --g| 6.11.t| Conclusions --t| References --g| 7.t| Information Culture and Information Literacy as a Scientific Direction and a Field of Educational Activities in Russia /r| N. Gendina --g| 7.1.t| Main International Approaches to the Information Culture Researches --g| 7.2.t| The History of Formation of Information Culture as an Independent Scientific Direction and Educational Practice in Russia --g| 7.3.t| Information Culture: Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity --g| 7.4.t| Types and Components of Information Culture --g| 7.5.t| Doctrine of Formation of Person's Information Culture --g| 7.6.t| Information Culture as an Academic Discipline --g| 7.7.t| Model of Discipline "Principles of Personal Information Culture" --g| 7.8.t| Media 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 --g| 7.9.t| Theoretical Complexity of Integrating Media and Information Literacy --g| 7.10.t| Mechanism of Integration of Media Literacy in the Content of the Course "Principles of Person's Information Culture" --g| 7.11.t| Inclusion of Media Literacy Into the Content of the Course "Principles of Person's Information Culture": Problems and Prospects --g| 7.12.t| Conclusion --t| References --g| pt. IIIt| PRACTICING INFORMATION LITERACY: ACADEMIC AND SCHOLAR CONTEXTS --g| 8.t| Toward a Community of Epistemological Practice: A Case Study of Adult Returners to Higher Education /r| B. Johnston --g| 8.1.t| Introduction --g| 8.2.t| Adult Returners to Higher Education: Transition, Engagement, and CofPs --g| 8.3.t| Our Case Study: Learning and IL Practices in Adult Returners --g| 8.4.t| Learning Strategies --g| 8.5.t| IL: Trust, Authority, Judgment, and Skills --g| 8.6.t| IL and CofPs --g| 8.7.t| Communities of Practice --g| 8.8.t| Epistemological Development: Critical Thinking and Metacognition --g| 8.9.t| Critical Thinking --g| 8.10.t| Conclusion --t| References --g| 9.t| Information Literacy Requirements for Open Science /r| C. Basili --g| 9.1.t| Scholarly Information Literacy as a Variable Dependent From Scholarly Communication --g| 9.2.t| Academic Social Media as New Forms of Scholarly Communication --g| 9.3.t| The Open Science Goal --g| 9.4.t| ACRL Framework for Information Literacy for Higher Education as a Basis for Scholarly Inquiry --g| 9.5.t| Scholarly Information Literacy Requirements in the Current Open Science Environment: The Resulting Picture --g| 9.6.t| Concluding Remarks --t| References.;

506 a| Available only to authorized users.;

538 a| Mode of access: World Wide Web;

650 0 a| Information literacyx| Study and teaching.=| ^A991893;

650 0 a| Information literacyx| Study and teachingv| Case studies.=| ^A991893;

655 0 a| Electronic books.=| ^A491897;

700 1 a| Sales, Dora.?| UNAUTHORIZED;

700 1 a| Pinto Molina, María.?| UNAUTHORIZED;

856 40 z| Full text available from eBook - Social Sciences 2016 [EBCSS16]u| https://go.openathens.net/redirector/ecu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Fbook%2F9780081006733;

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Pathways into information literacy and communities of practice teaching approaches and case studies / edited by Dora Sales, Maria Pinto.

Other author	Sales, Dora.
Other author	Pinto Molina, María.
Format	Electronic
Publication Info	Cambridge, MA : Chandos Publishing, [2017]
Description	xxxiii, 260 pages ; 23 cm.
Supplemental Content	Full text available from eBook - Social Sciences 2016 [EBCSS16]
Subjects	Information literacy--Study and teaching. Information literacy--Study and teaching. --Case studies.

Series	Chandos information professional series
Contents	Machine generated contents note: pt. I PERSPECTIVES ON INFORMATION LITERACY TEACHING -- 1. Information Literacy and Critical Thinking: Context and Practice / A. Grafstein -- 1.1. Introduction -- 1.2. Background and History -- 1.3. Information Literacy Standards and Rubrics -- 1.4. Information Literacy Contextualized -- 1.5. Critical Thinking: Research In Context -- 1.6. Conclusion -- References -- 2. Inquiry Learning: A Pedagogical and Curriculum Framework for Information Literacy / M. Lupton -- 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 / B. Akkoyunlu -- 3.1. Introduction -- 3.2. Blended Learning -- 3.3. Flipped Learning -- 3.4. Conclusions and Recommendations -- Acknowledgment -- References -- 4. Inclusion of Information Literacy in the Curriculum Through Learning Communities and Action Research / J. Cortes-Vera -- 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 / H. Joosten -- 5.1. Introduction -- 5.2. What Is a Rubric and How Can It Be Used? -- 5.3. The Scoring Rubric for Information Literacy -- 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 -- pt. II ON INFORMATION LITERACY PROGRAMS -- 6. The Relevance of Communicative Competence in the Context of Information Literacy Programs / F.-J. Garcia-Marco -- 6.1. Overview -- 6.2. Communication and the Cycle of Knowledge -- 6.3. Communicating Knowledge: General Aspects -- 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 -- 6.9. Assessment of the Communicative Success: Monitoring Impact and Obtaining Feedback -- 6.10. Implementing the Communicative Competence in IL Programs -- 6.11. Conclusions -- References -- 7. Information Culture and Information Literacy as a Scientific Direction and a Field of Educational Activities in Russia / N. Gendina -- 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 Experience of the Implementation of UNESCO and IFLA Ideas -- 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 Prospects -- 7.12. Conclusion -- References -- pt. III PRACTICING INFORMATION LITERACY: ACADEMIC AND SCHOLAR CONTEXTS -- 8. Toward a Community of Epistemological Practice: A Case Study of Adult Returners to Higher Education / B. Johnston -- 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 / C. Basili -- 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.
Bibliography note	Includes bibliographical references and index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2016942434
ISBN	9780081006733 paperback
ISBN	008100673X paperback

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