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1. |
Record Nr. |
UNINA9910512008603321 |
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Titolo |
Hidden architectures of information literacy programs : structures, practices, and contexts / / edited by Carolyn Caffrey Gardner, Elizabeth Galoozis and Rebecca Halpern |
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Pubbl/distr/stampa |
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Chicago, Illinois : , : Association of College and Research Libraries, , 2020 |
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ISBN |
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Descrizione fisica |
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1 online resource : illustrations |
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Disciplina |
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Soggetti |
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Library science |
INFORMATION AND LITERATURE RESEARCH (SCIENTIFIC WORKING TECHNIQUE) |
LIBRARIES RELATIONS WITH SCHOOLS AND UNIVERSITIES (LIBRARIANSHIP) |
LIBRARY SERVICES (LIBRARIANSHIP) |
USER INSTRUCTION + INFORMATION LITERACY (LIBRARIANSHIP) |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Introduction -- Teaching team model. Auraria Library: Team approach at a tri-institutional library / Andrea Falcone -- California State University San Marcos: Building an inclusive team through collaborative reflection / Allison Carr, Denise Kane, Talitha Matlin, Yvonne Nalani Meulemans, Lalitha Nataraj, Judith Opdahl -- Georgia State University: Student success equals our success / Karen Doster-Greenleaf -- Greenfield Community College: Finding value in the process / Liza Harrington, Tim Dolan, Claire Lobdell -- Lafayette College: A non-lisison-based information literacy program / Lijuan Xu -- Michigan State University: Focusing on first year writing / Benjamin Oberdick Elizabeth A. Webster -- Northern Kentucky University: Strategic instruction through connected one-shots / Andrea Brooks, Jane Hammons -- Oxford College of Emory University: A team-based approach to teaching information literacy to first-year and second-year students / Courtney Baron, Kitty McNeill, Ellen Neufeld, Jessica |
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Robinson -- Saddleback College: Embracing growth with a small but mighty team / Carolyn Seaman -- University of California, Riverside: Positioning librarieans as co-educators / Dani Brecher Cook -- University of Nevada, Reno / Tackling English composition as a team / Rosalind Bucy, Elsa de Jong, Tati Mesfin, Rayla E. Tokarz. |
Subject liaison model. Utah State University: English composition library instruction program--a program within programs / Katie Strand, Dory Rosenberg, McKenzie Hyde -- California State University, Dominguez Hills: Revitalizing a program from the ground up / Carolyn Caffrey Gardner, Tessa Withorn -- Delaware County Community College: An information literacy program designed for a diverse student population / Michael LaMagna -- Longwood University: Communication and collaboration for greater faculty investment in information literacy / Jennifer Beach -- Saint Mary's College of California: Tradition and transparency on a tight-knit campus / Gina Kessler Lee, Conrad M. Waxland -- Sonoma State University: Be curious; be critical, be a community / Kaitlin Springmier -- University of Minnesota Duluth: Surfacing shared purpose / Kim Pittman -- University of New Hampshire: Renaissance in action / Kathrine C. Aydelott -- University of Southern California: Building consensus over time / Elizabeth Galoozis -- Washington University in St. Louis: Reorganizing and reframing an instruction and information literacy program / Amanda B. Albert. |
Combination of teaching team and subject liaison models. Augustana CollegeL Scaffolding to success / Stefanie R. Bluemie -- The Claremont Colleges Library: Instruction in a consortium / Rebecca Halpern -- Eastern Connecticut State University: One-shots across first-year programs / David Vrooman -- UNC Greensboro: A diverse program for a diverse campus / Jenny Dale -- University of DubuqueL Liaison model with an embedded core / Becky Canovan -- University of Houston: Creating a space for care and connection / Veronica Arellano Douglas -- University of Nevada, Las Vegas: Liasions and teaching librarians--navigating overlapping responsibilities and identities / Chelsea Heinbach, Susan Wainscott -- University of Portland: Strong relationships and a respected instruction program / Stephanie Michel, Jane Scott Heidi Senior, Diane Sotak -- University of Washington Bothell/Cascadia College: Scaffolded curriculum supported by a community of practice / Leslie Hurst, Dani Rowland, Sarah Leadley -- Wheaton College: Equipping lifelong learners / Joshua M. Averym, Cathy Troupos -- Worcester State University: All hands on deck / Vicki Gruzynski. |
Solo librarian model. Ozarks Technical Community College: Doing more by doing less--radically reinventing a community college instruction program / Sarah H. Mabee, Sarah E. Fancher -- Paul Smith's College: Engaging student workers through student-led information literacy / Amy Pajewski -- State University of New York College of Agriculture and Technologyat Cobleskill: A one-person instruction program / Don LaPlant -- Mary Baldwin University: Student-centered information literacy instruction on a shoestring staff / Anaya Jones. |
Focused on a for-credit course. State University of NY at Plattsburgh: Immersed in teaching / Michelle Toth -- University of Northern ColoradoL Collaborate. Standardize. Grow / Lyda Fontes McCartin -- University of Maryland, Baltimore County: Building relationships at a public research university / Joanna Gadsby, Katy Sullivan. |
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Sommario/riassunto |
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In 39 chapters, authors from a variety of diverse institutions highlight the day-to-day work of running and coordinating information literacy programs and the soft skills necessary for success in the coordinator role. They discuss the institutional context into which their work fits, |
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their collaborators, students, marketing, and assessment, as well as the many varied duties they balance. Chapters examine the delicate balancing act of labor distribution, minimal or absent positional authority coupled with making decisions and assignments, generating buy-in for programmatic goals and approaches. |
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2. |
Record Nr. |
UNINA9910791035703321 |
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Autore |
Arabacy Erdogan |
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Titolo |
Islamische religiosität und Integration : die bedeutung islamischer Religiosität im Integrationsprozess der zweiten türkischen generation in Hamburg / / Erdogan Arabacy |
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Pubbl/distr/stampa |
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Nordhausen, Germany : , : Traugott Bautz, , 2008 |
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©2008 |
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ISBN |
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Descrizione fisica |
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1 online resource (123 p.) |
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Collana |
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Veröffentlichungen des Islamischen Wissenschafts- und Bildungsinstituts ; ; Band 2 |
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Disciplina |
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Soggetti |
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Islam - Germany - 20th century |
Islam - Germany - 21st century |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Cover; Titelei; Impressum; Ein Wort des Dankes; Inhaltsverzeichnis; I. Einleitung; II. Islamische Religiosität und Integration; 1. Was ist Religiosität?; 2. Der Islam und die Muslime in Deutschland; a) Die Rolle der islamischen Institutionen im Integrationsprozess der Muslime; b) Entstehungsgeschichte türkisch-islamischer Dachverbände; c) Die türkisch-islamischen Organisationen in Hamburg; 3. Praktizierende oder religiöse Muslime?; a) Die Bedeutung des Gebets im Islam; b) Das Pflichtgebet als Hauptindikator für die religiöse Praxis von Muslimen; 4. Was ist Integration? |
a) Das Eingliederungskonzept von Robert E. Parkb) Entwicklungen im Diskurs über Eingliederungsprozesse nach Ronald Taft, Shmuel Eisenstadt, Milton Gordon und Hartmut Esser; c) Friedrich Heckmanns Modell; 5. Forschungsstand; a) Empirisch quantitative Studien; b) |
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Empirisch qualitative Studien; 6. Die schriftliche Befragung; a) Hypothesen der schriftlichen Befragung; b) Methode; c) Fragebogen; d) Die Untersuchungsgruppe; e) Ablauf der Erhebung; f) Rücklauf und Auswertungsverfahren; 7. Ergebnisse der Befragung; a) Allgemeine Basisdaten |
b) Islamische Einbindungen und Praktiken im intergenerationalen Vergleichc) Auswertung der Ergebnisse unter den Gruppen und deren Eltern; d) Interethnische Kontakte und Identifikation mit der Aufnahmegesellschaft; e) Mediennutzung und politisches Interesse; f) Soziales Umfeld; g) Diskriminierungserfahrungen; h) Sozialstrukturelle Basisdaten; i) Soziale Basisdaten und Bildungsniveau der Eltern; 8. Ergebnisvergleich; a) Wichtigkeit von Religion; b) Ausgewählte islamische Regeln; 9. Zusammenfassung; 10. Literaturverzeichnis; 11. Internetquellen:; III. Anhang; 1. Fragebogen |
2. Der Zusammenhang der fünf täglichen Pflichtgebete zu den ausgewählten islamischen Regeln in der Befragung |
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Sommario/riassunto |
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Der Hamburger Islamwissenschaftler Erdogan Arabaci hat zeitgleich zum ""Integrationsgipfel"" der Bundesregierung im Jahre 2006 empirisch die Frage nach der Religiosität türkisch-sunnitischer Muslime gestellt, die der in Deutschland geborenen zweiten Generation angehören. Er nimmt ihre Integration in den Blick, da sie häufig mit der Kritik konfrontiert werden, dass sie nicht integriert seien bzw. zu wenig Integrationsbereitschaft besäßen.Dieser ""Untersuchungsgruppe"" stellt er die ""Vergleichsgruppe"" von Muslimen entgegen, die der Einhaltung religiöser Pflichten keinen so hohen Wert beimessen |
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