Creating and maintaining an information literacy instruction program in the twenty-first century an ever-changing landscape
The Association of College and Research Libraries (ACRL) set forth Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century provides readers with a real-world, pra...
| Autor principal: | |
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Oxford :
Chandos Publishing
2013.
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| Colección: | Chandos information professional series
Chandos information professional series. |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009628624306719 |
Tabla de Contenidos:
- Cover; Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century: An ever-changing landscape; Copyright; Dedication; Contents; List of figures and tables; Figures; Tables; Acknowledgements; About the author; Introduction; 1 Where are you now? Really?; A reality check; Unified language, unified mission, unified program; 2 Why are we here and where do we want to go? Program mission, goals and objectives; Introduction; Developing a mission statement; Goals and objectives; Conclusion; 3 Planning. Yes, more planning; Program assessment
- Prioritizing assessment resultsUtilizing focus groups; Conclusion; 4 Packing for the journey: administrative and institutional support; Administrative support; Support in word and deed; Collaborative and campus-wide support; Conclusion; 5 Articulation and collaboration; An essential pairing; Articulation; Articulation defined; Curriculum mapping; Collaboration; Conclusion; 6 Today's (and tomorrow's) student; Knowing our students; Conclusion; 7 Pedagogy, or "I'm a librarian, not a teacher!"; What is pedagogy?; Librarians and pedagogy; Teaching styles; Learning styles; Active learning
- The classroom environmentBringing it all together; Conclusion; 8 Staffing; Librarians as teachers; Staffing; Teacher proficiencies and hiring; Teacher training and development; Teacher evaluation; Conclusion; 9 Outreach and marketing; Outreach and marketing; A multitude of voices; 10 Program and student assessment; Assessment; Program evaluation; Formative and summative assessments; Student assessments; Assessing outcomes and critical thinking; 11 The road ahead; Future trends; Massive open online courses (MOOCs); Distance education; Proceed with caution
- Appendix 1:Characteristics of Programsof Information Literacy thatIllustrate Best PracticesCategory 1: Mission; Category 2: Goals and objectives; Category 3: Planning; Category 4: Administrative and institutional support; Category 5: Articulation (program sequence) within the curriculum; Category 6: Collaboration; Category 7: Pedagogy; Category 8: Staffing; Category 9: Outreach; Category 10: Assessment/evaluation; Appendix 2:Information LiteracyCompetency Standards forHigher Education; Standards, performance indicators and outcomes
- Appendix 3:Objectives for InformationLiteracy Instruction: A ModelStatement for AcademicLibrariansCompetency standard 1; Competency standard 2: the information literate student accesses needed information effectively and efficiently; Competency standard 2; Competency standard 3: the information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system; Competency standard 3
- Competency standard 4: the information literate student, individually or as a member of a group, uses information effectively to accomplish a specificpurpose
