Rethinking information literacy : a practical framework for supporting learning /
A vision for the future of information literacy teaching Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this presents a new and dynamic information literacy curriculum developed for the 21st century information profe...
| Other Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
London :
Facet Publishing,
2013
London : Facet, 2013 London : 2013 |
| Subjects: |
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| 245 | 0 | 0 | |a Rethinking information literacy : |b a practical framework for supporting learning / |c edited by Jane Secker and Emma Coonan |
| 260 | |a London : |b Facet Publishing, |c 2013 | ||
| 264 | 1 | |a London : |b Facet Publishing, |c 2013 | |
| 264 | 1 | |a London : |b Facet, |c 2013 | |
| 264 | 4 | |c ©2013 | |
| 300 | |a 1 online resource (xxx, 169 pages) : |b digital, PDF file(s) | ||
| 300 | |a 1 online resource (xxx, 169 pages) : |b illustrations | ||
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| 500 | |a Title from publisher's bibliographic system (viewed on 05 Jul 2018) | ||
| 504 | |a Includes bibliographical references and index | ||
| 505 | 0 | 0 | |g Introduction -- |g Strand one: |t Transition from school to higher education / |r Sarah Pavey -- |g Strand two: |t Becoming an independent learner / |r Geoff Walton and Jamie Cleland -- |g Strand three: |t Developing academic literacies / |r Moira Bent -- |g Strand four: |t Mapping and evaluating the information landscape / |r Clare McCluskey -- |g Strand five: |t Resource discovery in your discipline / |r Isla Kuhn -- |g Strand six: |t Managing information / |r Elizabeth Tilley -- |g Strand seven: |t The ethical dimension of information / |r Lyn Parker -- |g Strand eight: |t Presenting and communicating knowledge / |r Andy Priestner -- |g Strand nine: |t Synthesizing information and creating new knowledge / |r Emma Coonan -- |g Strand ten: |t The social dimension of information / |r Helen Webster -- |g Afterword: |t 'Ownership is a flawed concept' / |r Katy Wrathall -- |g Conclusion -- |g Appendices |
| 505 | 0 | 0 | |t Introduction -- |g Strand one: |t Transition from school to higher education / |r Sarah Pavey -- |g Strand two: |t Becoming an independent learner / |r Geoff Walton and Jamie Cleland -- |g Strand three: |t Developing academic literacies / |r Moira Bent -- |g Strand four: |t Mapping and evaluating the information landscape / |r Clare McCluskey -- |g Strand five: |t Resource discovery in your discipline / |r Isla Kuhn -- |g Strand six: |t Managing information / |r Elizabeth Tilley -- |g Strand seven: |t The ethical dimension of information / |r Lyn Parker -- |g Strand eight: |t Presenting and communicating knowledge / |r Andy Priester -- |g Strand nine: |t Synthesizing information and creating new knowledge / |r Emma Coonan -- |g Strand ten: |t The social dimension of information / |r Helen Webster -- |g Afterword: |t 'Ownership is a flawed concept / |r Katy Wrahall -- |t Conclusion |
| 505 | 0 | 0 | |t Introduction -- |g Strand one: |t Transition from school to higher education / |r Sarah Pavey -- |g Strand two: |t Becoming an independent learner / |r Geoff Walton and Jamie Cleland -- |g Strand three: |t Developing academic literacies / |r Moira Bent -- |g Strand four: |t Mapping and evaluating the information landscape / |r Clare McCluskey -- |g Strand five: |t Resource discovery in your discipline / |r Isla Kuhn -- |g Strand six: |t Managing information / |r Elizabeth Tilley -- |g Strand seven: |t The ethical dimension of information / |r Lyn Parker -- |g Strand eight: |t Presenting and communicating knowledge / |r Andy Priester -- |g Strand nine: |t Synthesizing information and creating new knowledge / |r Emma Coonan -- |g Strand ten: |t The social dimension of information / |r Helen Webster -- |g Afterword: |t 'Ownership is a flawed concept / |r Katy Wrahall -- |t Conclusion |
| 506 | |a EBL Non-Linear Lending |f EBLNL | ||
| 520 | |a A vision for the future of information literacy teaching Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this presents a new and dynamic information literacy curriculum developed for the 21st century information professional. The curriculum adopts a broad definition of information literacy that encompasses social as well as academic environments and situates IL as a fundamental attribute of the discerning scholar and the informed citizen. It seeks to address in a modular, flexible and holistic way the developing information needs of students entering higher education over the next five years. Interweaving the authors' research and the reflections of internationally-recognised experts from the library, education and information literacy sectors, it will illustrate how and why this new curriculum will work in practice | ||
| 520 | |a Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this book presents a new and dynamic information literacy curriculum developed for the 21st century information professional. The authors adopt a broad definition of information literacy that encompasses social as well as academic environments and situates IL as a fundamental attribute of the discerning scholar and the informed citizen. It seeks to address in a modular, flexible and holistic way the developing information needs of students entering higher education over the next five years. The book is organized around the ten 'strands' of the new curriculum, which cover the whole landscape of information literacy development required to succeed as an undergraduate in higher education. Interweaving the authors' research and the reflections of internationally recognized experts from the library, education and information literacy sectors, including Moira Bent, Andy Priestner, Sarah Pavey, Geoff Walton and Elizabeth Tilley, it illustrates how and why this new curriculum will work in practice. Detailed appendices present the curriculum, lesson plans and tools for institutional audit, giving readers all the tools they need to implement it successfully in their institutions | ||
| 546 | |a English | ||
| 588 | |a Description based on print version record | ||
| 588 | 0 | |a Print version record | |
| 650 | 0 | |a Information literacy |x Social aspects |0 https://id.loc.gov/authorities/subjects/sh00002758 | |
| 650 | 0 | |a Information literacy |x Social aspects | |
| 650 | 0 | |a Information literacy |x Study and teaching (Higher) | |
| 650 | 0 | |a Libraries and colleges | |
| 650 | 7 | |a Accès à l'information |2 eclas | |
| 650 | 7 | |a Accès à l'information |2 eclas | |
| 650 | 7 | |a Besoins d'information |2 eclas | |
| 650 | 7 | |a Bibliothécaires |2 eclas | |
| 650 | 7 | |a Bibliothécaires |2 eclas | |
| 650 | 7 | |a Information literacy |x Study and teaching (Higher) |2 fast | |
| 650 | 7 | |a Information literacy |x Study and teaching (Higher) |2 fast | |
| 650 | 7 | |a Informationskompetenz |2 gnd | |
| 650 | 7 | |a LITERARY CRITICISM |x Books & Reading |2 bisacsh | |
| 650 | 7 | |a Libraries and Museums |2 eflch | |
| 650 | 7 | |a Libraries and colleges |2 fast | |
| 650 | 7 | |a Méthodes pédagogiques |2 eclas | |
| 650 | 7 | |a Méthodes pédagogiques |2 eclas | |
| 650 | 7 | |a Professions de l'information |2 eclas | |
| 650 | 7 | |a Programmes d'enseignement |2 eclas | |
| 650 | 7 | |a Utilisateurs d'information |2 eclas | |
| 650 | 7 | |a Wissensmanagement |2 gnd | |
| 655 | 0 | |a Electronic books | |
| 655 | 4 | |a Electronic books | |
| 655 | 7 | |a Electronic books |2 lcgft | |
| 700 | 1 | |a Coonan, Emma, |e editor | |
| 700 | 1 | |a Secker, Jane, |e editor | |
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