Search (6 results, page 1 of 1)

0.012717687 = product of:
  0.025435373 = sum of:
    0.010559823 = product of:
      0.042239293 = sum of:
        0.042239293 = weight(_text_:learning in 589) [ClassicSimilarity], result of:
          0.042239293 = score(doc=589,freq=10.0), product of:
            0.15317118 = queryWeight, product of:
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.0343058 = queryNorm
            0.27576527 = fieldWeight in 589, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.01953125 = fieldNorm(doc=589)
      0.25 = coord(1/4)
    0.01487555 = product of:
      0.0297511 = sum of:
        0.0297511 = weight(_text_:lernen in 589) [ClassicSimilarity], result of:
          0.0297511 = score(doc=589,freq=2.0), product of:
            0.19222628 = queryWeight, product of:
              5.6033173 = idf(docFreq=442, maxDocs=44218)
              0.0343058 = queryNorm
            0.15477124 = fieldWeight in 589, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.6033173 = idf(docFreq=442, maxDocs=44218)
              0.01953125 = fieldNorm(doc=589)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Content

Key Features - Explores practical applications of two major IL models - Explores strategies to integrate IL provision in a multi-disciplinary environment - Offers a range of learning and evaluation strategies appropriate for, as well as resources associated with, IL provision - Provides a gateway to generic and subject specific IL resources by complementing the publication with web-based access to an online collection relevant to Information Research and a range of web-based tutorials (existing and customised) to develop IL skills for online environments Readership Information practitioners operating in teaching as well as library support roles who are interested, or required, to develop IL. Academics in management positions responsible for the implementation of learning and teaching strategies. Contents Introduction From user education to IL: national and international perspectives - technological advancements and access to information; changes in higher education institutions: the student-centred learning approach; information practitioner as facilitator ('Sage an the stage vs. Guide an the side') IL models - SCONUUs Seven Pillars of Information Skills principles of progressions and iteration; ALA/ALRC: information competency standards for higher education (principle of self-directed learning); comparative analysis of the two models Practical applications of IL - provision through the level of competence: the plug & play approach (assessing IL skills); provision through integration by subject: the research skills approach; IL and pedagogy (studentcentred learning; transferability of skills) Challenges - IL and the 'what do I do now?' Syndrome; design and resource implications of IL provision

Footnote

Rez. in: Mitteilungen VOEB 59(2006) H.4, S.74-76 (M. Katzmayr): "Information Literacy (IL) bzw. Informationskompetenz ist in aller Munde, wird sie doch als Schlüsselqualifikation angesehen, um an der so genannten Informationsgesellschaft teilzuhaben. Susie Andretta, Dozentin für Informationsmanagement an der London Metropolitan University, hat nun einen praxisorientierten Leitfaden zur IL vorgelegt, worin zwei Aspekte im Vordergrund stehen: einerseits die Vermittlung der IL in der universitären Lehre, womit andererseits auch ein erfolgreiches lebenslanges Lernen nach Verlassen der Universität ermöglicht werden soll. Das Buch beginnt mit einer theoretischen Einführung. Dort ist zu lesen, dass sich die Vermittlung von IL aus Kursen zur Bibliotheksbenutzung entwickelt habe - doch während letztere traditionell den effektiven Umgang mit Bibliotheksressourcen vermitteln und somit auf die Bibliothek beschränkt seien, beinhalte IL auch Herangehensweisen zur Lösung komplexer Problemstellungen. Drei prominente IL-Konzeptionen folgender Organisationen werden anschließend ausführlicher vorgestellt und verglichen: die der US-amerikanischen "Association of Colleges and Research Libraries" (ACRL), des "Australian and New Zealand Institute for information Literacy" (ANZIIL) und der britischen "Society of College, National and University Libraries" (SCONUL). In allen drei besteht IL zumindest aus dem Wahrnehmen eines Informationsbedarfes, Methoden zum Erhalt dieser Information und schließlich ihrer Bewertung, um die Fragen zu beantworten, die zum Informationsbedarf geführt haben. Alle drei gehen über die rein technologische Kompetenz (IT-Kompetenz) hinaus und umfassen u. a. Medien-, Bibliotheks-, und Recherchekompetenzen, um nur einige zu nennen. Allerdings gehen zwei dieser Konzeptionen noch wesentlich weiter - so fordert die ANZIIL von einer informationskompetenten Person u.a. folgende Fähigkeit: "the information-literate person applies prior and new information to construct new concepts or create new understandings" (S. 157), der Lernzielkatalog der SCONUL beinhaltet: "The ability to synthesise and build upon existing information, contributing to the creation of new knowledge" (S. 162).

0.005175604 = product of:
  0.010351208 = sum of:
    0.0037779969 = product of:
      0.0151119875 = sum of:
        0.0151119875 = weight(_text_:learning in 3312) [ClassicSimilarity], result of:
          0.0151119875 = score(doc=3312,freq=2.0), product of:
            0.15317118 = queryWeight, product of:
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.0343058 = queryNorm
            0.098660775 = fieldWeight in 3312, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.015625 = fieldNorm(doc=3312)
      0.25 = coord(1/4)
    0.0065732114 = product of:
      0.013146423 = sum of:
        0.013146423 = weight(_text_:22 in 3312) [ClassicSimilarity], result of:
          0.013146423 = score(doc=3312,freq=4.0), product of:
            0.120133065 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0343058 = queryNorm
            0.109432176 = fieldWeight in 3312, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.015625 = fieldNorm(doc=3312)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Classification

303.48/33 22

DDC

303.48/33 22

Footnote

In the authors' view, the primary means to more widespread acceptance of social informatics is to integrate it with the more traditionally technical curricula of ICT oriented students in computer science and related fields, and this is the focus of Chapter 5. Here the book delivers on its promise of providing a clear framework for both understanding and teaching social informatics. The goal is not simply to learn how to build systems, but to learn how to build systems that account for the context in which they are used. The authors prescribe field experience problem-driven learning techniques embedded in the needs of particular organizations, and a critical, reflexive orientation toward ICT design and construction. In a chapter endnote, the authors mention that a socia informatics perspective would also be useful to students in other fields such as communication and education, but that space limitations required a focus on computer science. Though an understandable choice, if the goal is to convince those outside the field of the value of a social informatics perspective, it would seem natural to include management or economics curricula as fertile ground to analyze some of the tangible effects of a failure to account for the social context of system implementations. Chapter 6 is something of an outreach manifesto, a treatise on communicating social informatics research to professional and research communities, and an explicit call for social informatics researchers "to shoulder the responsibility for communicating the core of social informatics . . . to ICT professionals and other research communities" (pp. 106-107). The authors are not shy about framing social informatics less as a research field and more as an up-and-coming competitor in the marketplace of ICT-oriented ideas; achieving more widespread acceptance of social informatics is presented almost as a sales and marketing challenge, the goal being "getting to yes" in the minds of ICT professionals. It is an effective presentation strategy, but one that comes with a cost.

0.0046479623 = product of:
  0.01859185 = sum of:
    0.01859185 = product of:
      0.0371837 = sum of:
        0.0371837 = weight(_text_:22 in 4654) [ClassicSimilarity], result of:
          0.0371837 = score(doc=4654,freq=2.0), product of:
            0.120133065 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0343058 = queryNorm
            0.30952093 = fieldWeight in 4654, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=4654)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

22. 1.2017 17:12:50

0.0026714473 = product of:
  0.010685789 = sum of:
    0.010685789 = product of:
      0.042743158 = sum of:
        0.042743158 = weight(_text_:learning in 2785) [ClassicSimilarity], result of:
          0.042743158 = score(doc=2785,freq=4.0), product of:
            0.15317118 = queryWeight, product of:
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.0343058 = queryNorm
            0.27905482 = fieldWeight in 2785, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.03125 = fieldNorm(doc=2785)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

LCSH

Communication in learning and scholarship / Technological innovations

Subject

Communication in learning and scholarship / Technological innovations

0.0026714473 = product of:
  0.010685789 = sum of:
    0.010685789 = product of:
      0.042743158 = sum of:
        0.042743158 = weight(_text_:learning in 3026) [ClassicSimilarity], result of:
          0.042743158 = score(doc=3026,freq=4.0), product of:
            0.15317118 = queryWeight, product of:
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.0343058 = queryNorm
            0.27905482 = fieldWeight in 3026, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.464877 = idf(docFreq=1382, maxDocs=44218)
              0.03125 = fieldNorm(doc=3026)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

LCSH

Communication in learning and scholarship / Technological innovations

Subject

Communication in learning and scholarship / Technological innovations

0.0023239811 = product of:
  0.009295925 = sum of:
    0.009295925 = product of:
      0.01859185 = sum of:
        0.01859185 = weight(_text_:22 in 3769) [ClassicSimilarity], result of:
          0.01859185 = score(doc=3769,freq=2.0), product of:
            0.120133065 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0343058 = queryNorm
            0.15476047 = fieldWeight in 3769, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=3769)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Content

Inhalt: Chapter 1. Background -- Chapter 2. Definitions -- Chapter 3. Aims, Objectives, and Methodology -- Chapter 4. Setting the Scene -- Chapter 5. Information Society -- Chapter 6. Drivers for Change -- Chapter 7 A Dysfunctional STM Scene? -- Chapter 8. Comments on the Dysfunctionality of STM Publishing -- Chapter 9. The Main Stakeholders -- Chapter 10. Search and Discovery -- Chapter 11. Impact of Google -- Chapter 12. Psychological Issues -- Chapter 13. Users of Research Output -- Chapter 14. Underlying Sociological Developments -- Chapter 15. Social Media and Social Networking -- Chapter 16. Forms of Article Delivery -- Chapter 17. Future Communication Trends -- Chapter 18. Academic Knowledge Workers -- Chapter 19. Unaffiliated Knowledge Workers -- Chapter 20. The Professions -- Chapter 21. Small and Medium Enterprises -- Chapter 22. Citizen Scientists -- Chapter 23. Learned Societies -- Chapter 24. Business Models -- Chapter 25. Open Access -- Chapter 26. Political Initiatives -- Chapter 27. Summary and Conclusions -- Chapter 28. Research Questions Addressed