Kooperativer Bibliotheksverbund

UID:

Umfang: xii, 170 pages , illustrations , 23 cm

ISBN: 0081020775 , 0081021038 , 9780081020777 , 9780081021033

Serie: Chandos information professional series

Inhalt: IMPACT Learning: Librarians at the Forefront of Change in Higher Education describes how academic libraries can enable the success of higher education students by creating or partnering with teaching and learning initiatives that support meaningful learning through engagement with information. Since the 1970s, the academic library community has been advocating and developing programming for information literacy. This book discusses existing models, extracting lessons from Purdue University Libraries' partnership with other units to create a campus-wide course development program, Instruction Matters: Purdue Academic Course Transformation (IMPACT), which provides academic libraries with tools and strategies for working with faculty and departments to integrate information literacy into disciplinary courses

Sprache: Englisch

Schlagwort(e): Universitätsbibliothek ; Informationskompetenz ; Bibliografie

UID:

Umfang: 1 online resource (184 pages).

ISBN: 0-08-102103-8 , 0-08-102077-5

Serie: Chandos Information Professional Series

Anmerkung: Includes index. , Front Cover -- IMPACT Learning: Librarians at the Forefront of Change in Higher Education -- Copyright -- Dedication -- Contents -- Foreword -- References -- Part 1 Fostering Learning Through Librarianship -- Chapter 1 Introduction -- 1.1 Purpose of This Book -- 1.2 Structure of the Book -- 1.2.1 Part 1: Fostering Learning Through Librarianship -- 1.2.2 Part 2: Course Development at Purdue: A Case for Fostering Learning Through Information Literacy -- 1.2.3 Part 3: Reenvisioning Information Literacy Education -- References -- Chapter 2 From Information Literacy to Informed Learning -- 2.1 Introduction -- 2.2 The Burgeoning of Information Literacy -- 2.3 An Abundance of New Ideas About Information Literacy -- 2.4 Rethinking Information Literacy in Higher Education -- 2.5 Conclusion -- References -- Chapter 3 Effecting Change Through Teaching and Learning Initiatives -- 3.1 Introduction -- 3.2 Collaborating for Informed Learning -- 3.3 Influencing College and University Courses -- 3.4 Challenges to Informed Learning Collaborations (and How to Overcome Them) -- 3.5 Conclusion -- References -- Part 2 Course Development at Purdue: A Case for Fostering Learning Through Information Literacy -- Chapter 4 Purdue Libraries' Involvement in IMPACT -- Profile: Libraries Administrator -- 4.1 Introduction -- 4.2 Creation of the IMPACT Program -- 4.3 The IMPACT Partnership -- 4.4 Why the Libraries? -- 4.5 The IMPACT Model -- 4.6 Day-to-Day in IMPACT -- 4.7 Conclusion -- References -- Chapter 5 Librarians as Coaches -- Profile: IMPACT Team Member -- 5.1 Introduction -- 5.2 Characteristics of Quality Coaching -- 5.3 The Common Ground of Instructional Design -- 5.4 A Shared Language of Learning -- 5.5 Conclusion -- References -- Chapter 6 Higher Education Teachers' Views of Information Literacy -- Profile: IMPACT Teacher. , 6.1 Introduction -- 6.2 Teachers' Views of Information Literacy -- 6.3 Teachers' Views of Information Literacy in the Active Learning Classroom -- 6.4 Understanding Partners to Build Partnerships -- 6.5 Conclusion -- References -- Chapter 7 Information Literacy in IMPACT Courses -- Profile: IMPACT Team Member -- 7.1 Introduction -- 7.2 IMPACT Vignettes -- 7.2.1 Applying Statistical Literacy in Facebook Conversations -- 7.2.2 Informed Design in a Technology Course -- 7.2.3 Communicating Scientific Information -- 7.2.4 Making Biological Information Literacy Relevant -- 7.3 New Project: Information Literacy, Motivation, and Learning Gains -- 7.4 Conclusion -- References -- Chapter 8 Using Theories From IMPACT to Create Informed Learning Tools -- Profile: IMPACT Team Member -- 8.1 Introduction -- 8.2 Self-Determination Theory And IMPACT -- 8.3 Motivating Informed Learners -- 8.4 Backward Design And IMPACT -- 8.5 Informed Learning Design -- 8.6 Conclusion -- References -- Chapter 9 Lessons Learned in IMPACT -- Profile: IMPACT Team Member -- 9.1 Introduction -- 9.2 Don't Engage in Unproductive Advocacy -- 9.3 Focus on the Challenges Faced by Teachers -- 9.4 Negotiate Views of Information Literacy -- 9.5 Reflections on Lessons Learned -- 9.6 Conclusion -- References -- Part 3 Reenvisioning Information Literacy Education -- Chapter 10 Three Essentials for Integrating Information Literacy -- 10.1 Introduction -- 10.2 Focus on Student Learning -- 10.3 Find the Conversation -- 10.4 Consulting Approaches that Focus on Creating Shared Goals -- 10.5 Conclusion -- References -- Chapter 11 Developing Librarians to Support Learning Initiatives -- 11.1 Introduction -- 11.2 Required Knowledge And Abilities -- 11.2.1 Informed Learning -- 11.2.2 Information Literacy -- 11.2.3 Teaching And Learning -- 11.2.4 Collaboration. , 11.3 Development Gaps -- 11.4 Existing Opportunities for Development -- 11.5 Conclusion -- References -- Chapter 12 The Way Forward -- 12.1 Introduction -- 12.2 Informed Learning And Higher Education -- 12.3 Informed Learning Design -- 12.4 Informed Learning Research -- 12.5 Final Thoughts -- References -- Index -- Back Cover.

Sprache: Englisch

UID:

Umfang: 1 online resource (184 pages).

ISBN: 0-08-102103-8 , 0-08-102077-5

Serie: Chandos Information Professional Series

Anmerkung: Includes index. , Front Cover -- IMPACT Learning: Librarians at the Forefront of Change in Higher Education -- Copyright -- Dedication -- Contents -- Foreword -- References -- Part 1 Fostering Learning Through Librarianship -- Chapter 1 Introduction -- 1.1 Purpose of This Book -- 1.2 Structure of the Book -- 1.2.1 Part 1: Fostering Learning Through Librarianship -- 1.2.2 Part 2: Course Development at Purdue: A Case for Fostering Learning Through Information Literacy -- 1.2.3 Part 3: Reenvisioning Information Literacy Education -- References -- Chapter 2 From Information Literacy to Informed Learning -- 2.1 Introduction -- 2.2 The Burgeoning of Information Literacy -- 2.3 An Abundance of New Ideas About Information Literacy -- 2.4 Rethinking Information Literacy in Higher Education -- 2.5 Conclusion -- References -- Chapter 3 Effecting Change Through Teaching and Learning Initiatives -- 3.1 Introduction -- 3.2 Collaborating for Informed Learning -- 3.3 Influencing College and University Courses -- 3.4 Challenges to Informed Learning Collaborations (and How to Overcome Them) -- 3.5 Conclusion -- References -- Part 2 Course Development at Purdue: A Case for Fostering Learning Through Information Literacy -- Chapter 4 Purdue Libraries' Involvement in IMPACT -- Profile: Libraries Administrator -- 4.1 Introduction -- 4.2 Creation of the IMPACT Program -- 4.3 The IMPACT Partnership -- 4.4 Why the Libraries? -- 4.5 The IMPACT Model -- 4.6 Day-to-Day in IMPACT -- 4.7 Conclusion -- References -- Chapter 5 Librarians as Coaches -- Profile: IMPACT Team Member -- 5.1 Introduction -- 5.2 Characteristics of Quality Coaching -- 5.3 The Common Ground of Instructional Design -- 5.4 A Shared Language of Learning -- 5.5 Conclusion -- References -- Chapter 6 Higher Education Teachers' Views of Information Literacy -- Profile: IMPACT Teacher. , 6.1 Introduction -- 6.2 Teachers' Views of Information Literacy -- 6.3 Teachers' Views of Information Literacy in the Active Learning Classroom -- 6.4 Understanding Partners to Build Partnerships -- 6.5 Conclusion -- References -- Chapter 7 Information Literacy in IMPACT Courses -- Profile: IMPACT Team Member -- 7.1 Introduction -- 7.2 IMPACT Vignettes -- 7.2.1 Applying Statistical Literacy in Facebook Conversations -- 7.2.2 Informed Design in a Technology Course -- 7.2.3 Communicating Scientific Information -- 7.2.4 Making Biological Information Literacy Relevant -- 7.3 New Project: Information Literacy, Motivation, and Learning Gains -- 7.4 Conclusion -- References -- Chapter 8 Using Theories From IMPACT to Create Informed Learning Tools -- Profile: IMPACT Team Member -- 8.1 Introduction -- 8.2 Self-Determination Theory And IMPACT -- 8.3 Motivating Informed Learners -- 8.4 Backward Design And IMPACT -- 8.5 Informed Learning Design -- 8.6 Conclusion -- References -- Chapter 9 Lessons Learned in IMPACT -- Profile: IMPACT Team Member -- 9.1 Introduction -- 9.2 Don't Engage in Unproductive Advocacy -- 9.3 Focus on the Challenges Faced by Teachers -- 9.4 Negotiate Views of Information Literacy -- 9.5 Reflections on Lessons Learned -- 9.6 Conclusion -- References -- Part 3 Reenvisioning Information Literacy Education -- Chapter 10 Three Essentials for Integrating Information Literacy -- 10.1 Introduction -- 10.2 Focus on Student Learning -- 10.3 Find the Conversation -- 10.4 Consulting Approaches that Focus on Creating Shared Goals -- 10.5 Conclusion -- References -- Chapter 11 Developing Librarians to Support Learning Initiatives -- 11.1 Introduction -- 11.2 Required Knowledge And Abilities -- 11.2.1 Informed Learning -- 11.2.2 Information Literacy -- 11.2.3 Teaching And Learning -- 11.2.4 Collaboration. , 11.3 Development Gaps -- 11.4 Existing Opportunities for Development -- 11.5 Conclusion -- References -- Chapter 12 The Way Forward -- 12.1 Introduction -- 12.2 Informed Learning And Higher Education -- 12.3 Informed Learning Design -- 12.4 Informed Learning Research -- 12.5 Final Thoughts -- References -- Index -- Back Cover.

Sprache: Englisch

UID:

Umfang: 1 online resource (184 pages).

ISBN: 0-08-102103-8 , 0-08-102077-5

Serie: Chandos Information Professional Series

Anmerkung: Includes index. , Front Cover -- IMPACT Learning: Librarians at the Forefront of Change in Higher Education -- Copyright -- Dedication -- Contents -- Foreword -- References -- Part 1 Fostering Learning Through Librarianship -- Chapter 1 Introduction -- 1.1 Purpose of This Book -- 1.2 Structure of the Book -- 1.2.1 Part 1: Fostering Learning Through Librarianship -- 1.2.2 Part 2: Course Development at Purdue: A Case for Fostering Learning Through Information Literacy -- 1.2.3 Part 3: Reenvisioning Information Literacy Education -- References -- Chapter 2 From Information Literacy to Informed Learning -- 2.1 Introduction -- 2.2 The Burgeoning of Information Literacy -- 2.3 An Abundance of New Ideas About Information Literacy -- 2.4 Rethinking Information Literacy in Higher Education -- 2.5 Conclusion -- References -- Chapter 3 Effecting Change Through Teaching and Learning Initiatives -- 3.1 Introduction -- 3.2 Collaborating for Informed Learning -- 3.3 Influencing College and University Courses -- 3.4 Challenges to Informed Learning Collaborations (and How to Overcome Them) -- 3.5 Conclusion -- References -- Part 2 Course Development at Purdue: A Case for Fostering Learning Through Information Literacy -- Chapter 4 Purdue Libraries' Involvement in IMPACT -- Profile: Libraries Administrator -- 4.1 Introduction -- 4.2 Creation of the IMPACT Program -- 4.3 The IMPACT Partnership -- 4.4 Why the Libraries? -- 4.5 The IMPACT Model -- 4.6 Day-to-Day in IMPACT -- 4.7 Conclusion -- References -- Chapter 5 Librarians as Coaches -- Profile: IMPACT Team Member -- 5.1 Introduction -- 5.2 Characteristics of Quality Coaching -- 5.3 The Common Ground of Instructional Design -- 5.4 A Shared Language of Learning -- 5.5 Conclusion -- References -- Chapter 6 Higher Education Teachers' Views of Information Literacy -- Profile: IMPACT Teacher. , 6.1 Introduction -- 6.2 Teachers' Views of Information Literacy -- 6.3 Teachers' Views of Information Literacy in the Active Learning Classroom -- 6.4 Understanding Partners to Build Partnerships -- 6.5 Conclusion -- References -- Chapter 7 Information Literacy in IMPACT Courses -- Profile: IMPACT Team Member -- 7.1 Introduction -- 7.2 IMPACT Vignettes -- 7.2.1 Applying Statistical Literacy in Facebook Conversations -- 7.2.2 Informed Design in a Technology Course -- 7.2.3 Communicating Scientific Information -- 7.2.4 Making Biological Information Literacy Relevant -- 7.3 New Project: Information Literacy, Motivation, and Learning Gains -- 7.4 Conclusion -- References -- Chapter 8 Using Theories From IMPACT to Create Informed Learning Tools -- Profile: IMPACT Team Member -- 8.1 Introduction -- 8.2 Self-Determination Theory And IMPACT -- 8.3 Motivating Informed Learners -- 8.4 Backward Design And IMPACT -- 8.5 Informed Learning Design -- 8.6 Conclusion -- References -- Chapter 9 Lessons Learned in IMPACT -- Profile: IMPACT Team Member -- 9.1 Introduction -- 9.2 Don't Engage in Unproductive Advocacy -- 9.3 Focus on the Challenges Faced by Teachers -- 9.4 Negotiate Views of Information Literacy -- 9.5 Reflections on Lessons Learned -- 9.6 Conclusion -- References -- Part 3 Reenvisioning Information Literacy Education -- Chapter 10 Three Essentials for Integrating Information Literacy -- 10.1 Introduction -- 10.2 Focus on Student Learning -- 10.3 Find the Conversation -- 10.4 Consulting Approaches that Focus on Creating Shared Goals -- 10.5 Conclusion -- References -- Chapter 11 Developing Librarians to Support Learning Initiatives -- 11.1 Introduction -- 11.2 Required Knowledge And Abilities -- 11.2.1 Informed Learning -- 11.2.2 Information Literacy -- 11.2.3 Teaching And Learning -- 11.2.4 Collaboration. , 11.3 Development Gaps -- 11.4 Existing Opportunities for Development -- 11.5 Conclusion -- References -- Chapter 12 The Way Forward -- 12.1 Introduction -- 12.2 Informed Learning And Higher Education -- 12.3 Informed Learning Design -- 12.4 Informed Learning Research -- 12.5 Final Thoughts -- References -- Index -- Back Cover.

Sprache: Englisch