UID:
edocfu_9961089893202883
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.
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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.
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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
