01273nam 2200385 450 00001161520050718115400.00-201-05995-920020916d1964----km-y0itay0103----baengUSModern mathematical analysisby Murray H. Protter and Charles B. MorreyDon MillsAddison-Wesleyc1964X, 790 p.ill.24 cm.Addison-Wesley series in mathematicsAnalisi matematica515(20. ed.)Analisi26-xxReal functionsProtter,Murray H.40750Morrey,Charles B.29283ITUniversità della Basilicata - B.I.A.RICAunimarc000011615Modern mathematical analysis79459UNIBASMONSCIMONOGRSCIENZEEXT0020120020916BAS01100120050601BAS011754batch0120050718BAS01105120050718BAS01111020050718BAS01114020050718BAS011154BAS01BAS01BOOKBASA5Dipartimento MatematicaGENCollezione generaleMAT946M9462002091651Riservati01203nam2 22003013i 450 RML007796620231121125654.019990730d1971 ||||0itac50 balatfrefrz01i xxxe z01n1: Livre 1.Tite Livetexte etabli par Jean Bayet et traduit par Gaston Bailletappendice redige par M. Raymond BlochParis Les belles lettres1971CXXXII, 156 p. (1-97 doppie),[1] c. geogr. ripieg.20 cm.001MIL00185002001 Histoire romaineTite-Live1Bloch, Raymond <1914-1997>CFIV027401Bayet, JeanRAVV062645Baillet, GastonRAVV078267730ITIT-0119990730IT-RM028 IT-FR0017 Biblioteca Universitaria AlessandrinaRM028 Biblioteca umanistica Giorgio ApreaFR0017 NRML0077966Biblioteca umanistica Giorgio Aprea 52BLL Liv. 1.1 52DUP0000037005 VMB RS A 2019020620190206 01 52Livre 11711982UNICAS05547nam 2200685 450 991081753610332120200520144314.01-78063-280-0(CKB)2670000000318742(EBL)1584736(OCoLC)867318443(SSID)ssj0000967872(PQKBManifestationID)12397881(PQKBTitleCode)TC0000967872(PQKBWorkID)10977384(PQKB)10555553(Au-PeEL)EBL1584736(CaPaEBR)ebr10826674(CaONFJC)MIL558311(CaSebORM)9781876938796(MiAaPQ)EBC1584736(PPN)198686331(EXLCZ)99267000000031874220140123h20102010 uy 0engur|n|---|||||txtccrPractising information literacy bringing theories of learning, practice and information literacy together /edited by Annemaree Lloyd, Sanna Talja1st editionWagga Wagga, Australia :Centre for Information Studies,2010.©20101 online resource (399 p.)Includes index.1-876938-79-X Includes bibliographical references and index.Cover; PRACTISING INFORMATION LITERACY: Bringing Theories of Learning, Practice and InformationLiteracy Together; Copyright; Contents; Acknowledgments; Integrating theories of learning, literacies and information practices; PART 1. THEORETICAL PERSPECTIVES; CHAPTER 1 Windows on information literacy worlds: Generic, situated and transformative perspectives; Part 1. Literacy models and perspectives; Part 2. GeST windows; Part 3. GeST in practice; Using the GeST windows; Conclusion; Acknowledgments; References; CHAPTER 2 Lessons from the workplace: Understanding information literacy as practiceSociocultural and practice perspectivesInformation literacy and workplace knowledge; Emergency workers: fire fighters and ambulance officers; Establishing an agenda for information literacy research; Dimensions of information literacy practice; Constructing knowledge through practice: implications and challenges for practitioners and researchers; References; CHAPTER 3Information literacy as situated anddistributed activity; Information literacy as individual competence; Information literacy as sociocultural, tool-mediated activity; Conclusions; ReferencesPART II. RACTISING INFORMATION LITERACY IN FORMAL LEARNING CONTEXTSCHAPTER 4 Problem-based learning andcollaborative information literacy inan educational digital video course; Problem-based learning and information literacy; Research questions and procedure; Research results; Conclusions; References; CHAPTER 5 The challenges of the first research paper: Observing students and the teacher in the secondary school classroom; Data and methods; Data gathering; Data analysis; Results; Discussion; References; CHAPTER 6 Digital literacies as school practicesThe perspective of media education researchDigital literacies; Methodology; Digital literacies as school practices: Laura's lesson; Discussion; Conclusion; References; CHAPTER 7 Year 12 students' use of information literacy skills: A constructivist grounded analysis; Information literacy research in schools; The transfer of learning; Methodology; Discussion; References; PART III. CHALLENGES IN INFORMATION LITERACY TEACHING; CHAPTER 8 Generic versus discipline-specific skills; Literature review; Methods; Analysis of questionnaires; Teaching information literacyAppendix: Information Literacy and the Practice of Research SurveyCHAPTER 9 Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?; Discussion; Conclusion; References; CHAPTER 10Dialogic literacy: A socioculturalliteracy learning approach; A sociocultural view of learning and literacy; Multimodal representations and situated learning; Dialogic literacy and traditional information literacy definitions; Dialogic literacy and the knowledge-creation paradigm in teaching, learning and schooling; Towards participatory learning and literacy cultureReferencesThis book showcases new interdisciplinary academic research on the relationship between information literacy and learning. It combines findings with new understandings drawn from theoretical and empirical research conducted in primary and secondary schools, higher education, workplaces, and community contexts. The studies offer new insights into questions such as how transferable are the information practices and skills learned in one context to other contexts? What is the degree to which information competences are generic, to what degree are they domain and context specific? What are the kinInformation literacyResearchMethodologyInformation scienceResearchMethodologyLibrary scienceResearchMethodologyInformation literacyResearchMethodology.Information scienceResearchMethodology.Library scienceResearchMethodology.028.7Lloyd Annemaree1660815Talja Sanna1660816MiAaPQMiAaPQMiAaPQBOOK9910817536103321Practising information literacy4016300UNINA