LEADER 03608nam 2200637 450 001 9910463907803321 005 20200520144314.0 010 $a0-8108-9143-3 035 $a(CKB)2670000000545176 035 $a(EBL)1655573 035 $a(SSID)ssj0001131994 035 $a(PQKBManifestationID)12419529 035 $a(PQKBTitleCode)TC0001131994 035 $a(PQKBWorkID)11146371 035 $a(PQKB)11478645 035 $a(MiAaPQ)EBC1655573 035 $a(Au-PeEL)EBL1655573 035 $a(CaPaEBR)ebr10850214 035 $a(CaONFJC)MIL583058 035 $a(OCoLC)874323060 035 $a(EXLCZ)992670000000545176 100 $a20140404h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDesigning online information literacy games students want to play /$fKaren Markey, Chris Leeder, and Soo Young Rieh 210 1$aLanham, Maryland :$cRowman & Littlefield,$d2014. 210 4$d©2014 215 $a1 online resource (303 p.) 300 $aDescription based upon print version of record. 311 $a0-8108-9142-5 320 $aIncludes bibliographical references and index. 327 $aContents; Illustrations; Preface; Acknowledgments; Ch01. The Promise of Games for Information Literacy Instruction; Ch02. The Needs Assessment; Ch03. The Design of an Information Literacy Game; Ch04. The BiblioBouts Administrator Interface; Ch05. The BiblioBouts Game; Ch06. The Methods Used to Evaluate BiblioBouts; Ch07. Preparing Students to Play BiblioBouts; Ch08. How Students Played BiblioBouts; Ch09. How Students Evaluated BiblioBouts Sources; Ch10. How BiblioBouts Influenced Students' Research Papers; Ch11. How Students Benefited from Playing BiblioBouts 327 $aCh12. Best Practices for Building Information Literacy GamesCh13. Best Practices for Administrator, Instructional, and User Support Services; Ch14. The Future of Information Literacy Games; Appendix A. Game Diary Form for Students; Appendix B. Pre-Game Questionnaire for Students; Appendix C. Post-Game Questionnaire for Students; Appendix D. Focus Group Interview Questions for Students; Appendix E. Follow-Up Interview Questions for Students; Appendix F. Game Logs; Appendix G. Personal Interview Questions for Instructors; Appendix H. Personal Interview Questions for Library Liaisons 327 $aBibliographyIndex 330 $aDesigning Online Information Literacy Games Students Want to Play sets the record straight with regard to the promise of games for motivating and teaching students in educational environments. Drawing from their own first-hand experience, research, and networking, the authors feature best practices that educators and game designers in LIS specifically and other educational fields generally need to know so that they build classroom games that students want to play. 606 $aInformation literacy$xStudy and teaching 606 $aEducational games$xDesign and construction 606 $aEducational games$vCase studies 608 $aElectronic books. 615 0$aInformation literacy$xStudy and teaching. 615 0$aEducational games$xDesign and construction. 615 0$aEducational games 676 $a028.7071 700 $aMarkey$b Karen$0994487 702 $aLeeder$b Chris$f1967- 702 $aRieh$b Soo Young$f1965- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463907803321 996 $aDesigning online information literacy games students want to play$92277425 997 $aUNINA LEADER 03655nam 2200613 450 001 9910811235403321 005 20230422032501.0 010 $a3-0356-0409-6 024 7 $a10.1515/9783035604092 035 $a(CKB)3360000000516381 035 $a(EBL)2035716 035 $a(OCoLC)909476885 035 $a(SSID)ssj0001530092 035 $a(PQKBManifestationID)11845587 035 $a(PQKBTitleCode)TC0001530092 035 $a(PQKBWorkID)11523707 035 $a(PQKB)11337627 035 $a(MiAaPQ)EBC2035716 035 $a(DE-B1597)445929 035 $a(OCoLC)979748400 035 $a(DE-B1597)9783035604092 035 $a(Au-PeEL)EBL2035716 035 $a(CaPaEBR)ebr11049752 035 $a(EXLCZ)993360000000516381 100 $a19991014h20002000 uy| 0 101 0 $aeng 135 $aurun||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe modulor $ea harmonious measure to the human scale, universally applicable to architecture and mechanics /$fby Le Corbusier 210 1$aBasel ;$aBoston :$cBirkha?user,$d[2000] 210 4$d©2000 215 $a1 recurso en línea (580 p.) 300 $aFacsimile reprint of the original edition from 1954 (vol. 1), 1958 (vol. 2) with title: Le modulor. 300 $aIncludes index. 311 $a3-7643-6188-3 327 $tFront matter --$tINTRODUCTION TO THE SECOND EDITION --$tModulor I --$tCONTENTS --$tTO THE READER --$tPART I. SETTING THE STAGE THE BACKGROUND AND THE NATURE OF THE SEARCH --$tChapter 1. Preamble --$tChapter 2. Chronological Review --$tChapter 3. Mathematics --$tPART 2. PRACTICAL REALITIES --$tChapter 4. The Position of the Modulor in the Present Time --$tChapter 5. First Instances of Application --$tChapter 6. A Simple Tool --$tPART 3. APPENDIX --$tChapter 7. Concrete Verifications and Goda --$tChapter 8. Documents and Information in Plenty: Let the User Speak Next --$tFront matter 2 --$tCONTENTS --$tPart One. LET THE USER SPEAK NEXT --$tChapter 1. Preliminaries --$tChapter 2. Testimony 1. Appraisals 2. Discussion 3. Practical applications of the Modular --$tChapter 3. Divergencies --$tPart Two. TOOL --$tChapter 4. Reflection 1. Far from the taboos 2. On solid ground 3. Man III suffered from blindness 4. let us rise higher --$tChapter 5. 35 rue de Sevres --$tChapter 6. Numeration --$tEPILOGUE --$tAppendix Good-humoured soliloquy --$tINDEX 330 $aFaksimile-Ausgabe eines Grundlagenwerkes der Architekturgeschichte 330 $aIn the years 1942 to 1948, Le Corbusier developed a system of measurements which became known as "Modulor". Based on the Golden Section and Fibonacci numbers and also using the physical dimensions of the average human, Modulor is a sequence of measurements which Le Corbusier used to achieve harmony in his architectural compositions. Le Modulor was published in 1950 and after meeting with success, Le Corbusier went on to publish Modulor 2 in 1955. In many of Le Corbusier s most notable buildings, including the Chapel at Ronchamp and the Unité d habitation, evidence of his Modulor system can be seen. These two volumes form an important and integral part of Le Corbusier's theoretical writings. 606 $aModular coordination (Architecture) 606 $aRatio and proportion 615 0$aModular coordination (Architecture) 615 0$aRatio and proportion. 676 $a729/.23 700 $aLe Corbusier$f1887-1965.$02330 702 $aFondation Le Corbusier$b , 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811235403321 996 $aThe modulor$93943019 997 $aUNINA