LEADER 05547nam 2200685 450 001 9910786165103321 005 20200520144314.0 010 $a1-78063-280-0 035 $a(CKB)2670000000318742 035 $a(EBL)1584736 035 $a(OCoLC)867318443 035 $a(SSID)ssj0000967872 035 $a(PQKBManifestationID)12397881 035 $a(PQKBTitleCode)TC0000967872 035 $a(PQKBWorkID)10977384 035 $a(PQKB)10555553 035 $a(Au-PeEL)EBL1584736 035 $a(CaPaEBR)ebr10826674 035 $a(CaONFJC)MIL558311 035 $a(CaSebORM)9781876938796 035 $a(MiAaPQ)EBC1584736 035 $a(PPN)198686331 035 $a(EXLCZ)992670000000318742 100 $a20140123h20102010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPractising information literacy $ebringing theories of learning, practice and information literacy together /$fedited by Annemaree Lloyd, Sanna Talja 205 $a1st edition 210 1$aWagga Wagga, Australia :$cCentre for Information Studies,$d2010. 210 4$d©2010 215 $a1 online resource (399 p.) 300 $aIncludes index. 311 $a1-876938-79-X 320 $aIncludes bibliographical references and index. 327 $aCover; 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 practice 327 $aSociocultural 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; References 327 $aPART 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 practices 327 $aThe 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 literacy 327 $aAppendix: 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 culture 327 $aReferences 330 $aThis 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 kin 606 $aInformation literacy$xResearch$xMethodology 606 $aInformation science$xResearch$xMethodology 606 $aLibrary science$xResearch$xMethodology 615 0$aInformation literacy$xResearch$xMethodology. 615 0$aInformation science$xResearch$xMethodology. 615 0$aLibrary science$xResearch$xMethodology. 676 $a028.7 701 $aLloyd$b Annemaree$01492443 701 $aTalja$b Sanna$01531793 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786165103321 996 $aPractising information literacy$93777685 997 $aUNINA LEADER 03366oam 2200793 c 450 001 9910687954603321 005 20260302090207.0 010 $a3-8309-9633-0 024 3 $a9783830996330 035 $a(CKB)5860000000094916 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/96187 035 $a(Waxmann)9783830996330 035 $a(EXLCZ)995860000000094916 100 $a20260302d2022 uy 0 101 0 $ager 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDigitale Lehre nachhaltig gestalten /$fBernhard Standl 205 $a1st ed. 210 $aMünster$cWaxmann$d2022 215 $a1 electronic resource (268 p.) 225 0 $aMedien in der Wissenschaft$v80 311 08$a3-8309-4633-3 330 $aBildung im digitalen Kontext hat durch die Covid-19-Pandemie zu tiefgreifenden Veränderungsprozessen auf vielen Ebenen im Bereich der Infrastruktur, Methodik und Didaktik an Hochschulen geführt. In den vergangenen zwei Jahren wurden digitale Lehrkonzepte weiterentwickelt, in die Praxis umgesetzt und vieles, was vorher nur ansatzweise in die Lehre eingebunden wurde, hat sich aufgrund der besonderen äußeren Umstände zunehmend etabliert. Bereits im Jahr 2003 widmete sich die GMW-Tagung dem Thema "Nachhaltigkeit", was zeigt, dass dieses Thema die mediendidaktische Diskussion schon seit langem prägt. Vor diesem Hintergrund widmen sich die Beiträge der GMW-Konferenz 2022 der Frage, ob und wie sich in den letzten Jahren unter dem Eindruck der Pandemie neue Perspektiven für die Nachhaltigkeit der Bemühungen um eine Erneuerung der Bildung mit digitalen Medien ergeben haben. Insbesondere werden Themen wie Qualität in der Lehre, personalisierte Lehrkonzepte, inklusive Bildungstechnologien und Hochschulentwicklung im Kontext der Digitalisierung behandelt. 606 $aE-Learning 606 $adigitale Lernangebote 606 $aOnline-Lehre 606 $aDigitalisierung 606 $aHochschule 606 $aBlended Learning 606 $aComputational Thinking 606 $adigitales Studium 606 $aBreakout Rooms 606 $adigitale Medienbildung im Lehramt 606 $aMooc 606 $aStudieren während Corona 606 $aHochschullehre in der Corona-Pandemie 606 $aHochschulbildung 606 $aOpen Education 606 $aOpen Science 606 $avirtuelle Lernräume 606 $aMedien- und Umweltpädagogik 615 4$aE-Learning 615 4$adigitale Lernangebote 615 4$aOnline-Lehre 615 4$aDigitalisierung 615 4$aHochschule 615 4$aBlended Learning 615 4$aComputational Thinking 615 4$adigitales Studium 615 4$aBreakout Rooms 615 4$adigitale Medienbildung im Lehramt 615 4$aMooc 615 4$aStudieren während Corona 615 4$aHochschullehre in der Corona-Pandemie 615 4$aHochschulbildung 615 4$aOpen Education 615 4$aOpen Science 615 4$avirtuelle Lernräume 615 4$aMedien- und Umweltpädagogik 702 $aStandl$b Bernhard$4edt 801 0$bWaxmann 801 1$bWaxmann 906 $aBOOK 912 $a9910687954603321 996 $aDigitale Lehre nachhaltig gestalten$93194080 997 $aUNINA