Teaching information literacy reframed [[electronic resource] ] : 50+ framework-based exercises for creating information-literate learners / / Joanna M. Burkhardt

• Autore: Burkhardt Joanna M
• Pubblicazione: Chicago, : Neal-Schuman, c2016
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (182 pages)
• Disciplina: 028.7/071/1
• Soggetto topico: Information literacy - Study and teaching (Higher)
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Teaching Information Literacy Reframed: 50+ Framework-Based Exercises for Creating Information-Literate Learners -- Contents -- Exercises -- Acknowledgments -- Introduction -- Chapter 1. Decoding the Framework for Information Literacy -- Chapter 2. Scholarship as Conversation -- Exercise 1. Informal Conversations -- Exercise 2. Conversations between Experts -- Exercise 3. Identifying Most Important or Most Cited Information -- Exercise 4. Bias -- Exercise 5. Evaluation of Sources -- Exercise 6. Comparing Information -- Exercise 7. Evaluating Different Types of Information Sources -- Exercise 8. Sources That Disagree -- Exercise 9. Confirmation Bias -- Exercise 10. Confronting Confirmation Bias -- Exercise 11. Changing Course -- Chapter 3. Research as Inquiry -- Exercise 12. Buying a Cell Phone: Narrowing the Options -- Exercise 13. Narrowing a Topic -- Exercise 14. Creating a Concept Map -- Exercise 15. Creating an Outline -- Exercise 16. Primary Sources -- Exercise 17. Identifying Research Methods and Information Needs -- Exercise 18. Who Would Know? -- Exercise 19. Creating a Research Question Is Research! -- Exercise 20. Asking Questions -- Exercise 21. Analogies -- Chapter 4. Authority -- Exercise 22. Hurricane Information -- Exercise 23. Are You an Authority? -- Exercise 24. Political Pundits -- Exercise 25. Thinking Critically about Authority -- Exercise 26. Authority and Turmeric -- Exercise 27. Authority in the Workplace -- Chapter 5. Information Creation as a Process -- Exercise 28. Logos and Mottoes -- Exercise 29. Short Communications -- Exercise 30. Comparing Efficacy and Limits of Brief Information -- Exercise 31. Long Messages -- Exercise 32. Nonverbal Messages -- Exercise 33. Format Comparison -- Exercise 34. Guess the Message -- Exercise 35. Comparing Formats -- Exercise 36. Statistics -- Exercise 37. Visual Literacy. ; Exercise 38. Evaluating Pictures -- Chapter 6. Searching as Strategic Exploration -- Exercise 39. Keywords -- Exercise 40. Background Information -- Exercise 41. Keyword Searching in the Library Catalog -- Exercise 42. Defining Your Terms -- Exercise 43. Using Boolean Searching -- Exercise 44. Beyond Keywords -- Exercise 45. Using a Thesaurus to Generate Search Terms -- Exercise 46. Who Has Information? -- Exercise 47. Database Smorgasbord -- Exercise 48. Experts and Interviews -- Exercise 49. Associations and Organizations -- Exercise 50. Strategizing -- Chapter 7. Information Has Value -- Exercise 51. Citation Styles -- Exercise 52. Citation Format Comparison -- Exercise 53. Journal Cost Comparison -- Exercise 54. Is It Free? -- Exercise 55. Plagiarism -- Exercise 56. Personal Information and Privacy -- Exercise 57. Social Media and Privacy -- Exercise 58. Privacy Issues -- Chapter 8. Creating Exercises, Rubrics, Learning Outcomes, and Learning Assessments -- Appendix. The ACRL Framework for Information Literacy for Higher Education -- Bibliography -- Index.
• Sommario/riassunto: ACRL's Information Literacy Competency Standards for Higher Education have, since their adoption in 2, defined information literacy for librarians, educators, and assessment agencies. Earlier this year (215) at Midwinter, the ACRL Board voted to accept the Framework for Information Literacy for Higher Education, which will stand aside and eventually replace or subsume the Standards. This new set of rules has represented an opportunity for us in terms of IL books, an area we do exceptionally well in, because the Framework is not just a revision but a new way of looking at IL--and the Framework is highly theoretical and written in an academic way that begs for translation into practical application, as the recently published Metaliteracy in Practice strives to do for parts of the Framework. Instruction librarians often have little or no training in teaching, creating content for teaching, setting learning outcomes, assessing outcomes, or creating learning objectives, and one person may be in charge of delivering the entire program of information literacy for an institution. This new set of guidelines for IL has sent already stressed IL librarians scarmbling for practical applications of the Framework. New instruction librarians often turn to short courses, books, and articles to find out how other people in the field provide instruction.In Teaching Information Literacy Reframed, Joanna M. Burkhardt, bestselling author in the field with 25 years of experience in teaching information literacy, decodes the Framework for Information Literacy and its six threshold concepts, offering practical advice and suggestions as to how to help students get started on the road to information literacy, and more than 5 classroom-ready Framework-based exercises that address each threshold concept at the beginner level, scaffolding to the intermediate level. It also offers best practices in creating learning outcomes, assessments, rubrics, and teaching tricks and tips.
• Titolo autorizzato: Teaching information literacy reframed
• ISBN: 9780838914526
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910816150603321
• Lo trovi qui: Univ. Federico II