| 000 | 03704cam a2200277 i 4500 | ||
|---|---|---|---|
| 020 | _a9780081010051 | ||
| 020 | _a0081010052 | ||
| 040 | _cCUS | ||
| 100 | 1 |
_aLokse, Mariann, _927102 |
|
| 245 | 1 | 0 |
_aTeaching information literacy in higher education : _beffective teaching and active learning / _cMariann Lpokse, Torstein Lag, Mariann Solberg, Helene N. Andreassen and Mark Stenersen. |
| 300 | _a1 online resource | ||
| 505 | 0 | _aFront Cover; Teaching Information Literacy in Higher Education; Copyright Page; Contents; Acknowledgments; 1. The Importance of Being Information Literate; 1.1 I'll Tell You What We Want, What We Really Really Want; 1.1.1 Learning how to learn; 1.1.2 The oil in the machinery; 1.1.3 Too much information driving me insane; 1.1.4 It's not over till it's over: Lifelong learning; 1.2 What's in It for you?; 2. Information Literacy: The What and How; 2.1 Information Literacy Defined; 2.1.1 What's in a name?; 2.1.2 Information literacy and its cousin metaliteracy. | |
| 505 | 8 | _a2.1.3 The one definition to rule them all?2.2 Current Teaching Practices; 2.2.1 Forms of information literacy teaching; 2.2.2 Challenges of information literacy teaching; 2.3 The Times They Are a-Changin'; 3. Things We Know About How Learning Happens; 3.1 Limits of Human Information Processing; 3.1.1 Attentional selectivity and control; 3.1.2 Limits on sustained, focused attention; 3.1.3 Working hard with working memory; 3.1.4 Two modes of processing in working memory; 3.1.5 Prior knowledge and long-term learning; 3.2 Approaches to Learning; 3.2.1 Consequences of learning approaches. | |
| 505 | 8 | _a3.2.2 Determinants of learning approaches3.2.3 Encouraging deeper learning; 3.3 Motivation to Learn; 3.3.1 Motivational patterns and mindsets; 3.4 What Works; 3.4.1 Lessons from the Visible Learning synthesis; 3.4.2 Active and collaborative learning improves student achievement; 4. Learning Strategies; 4.1 Student Learning Strategies-What Is Effective?; 4.2 How Students Really Study; 4.3 Using Learning Strategies in IL Teaching; 4.3.1 Sharing knowledge of effective learning strategies; 4.3.1.1 Distributed practice and the cycles of the research process. | |
| 505 | 8 | _a4.3.1.2 Desirable difficulties and handling information confusion4.3.1.3 Interrogative questioning as a focus for IL practice; 4.3.1.4 Explaining to apply our selves; 4.3.1.5 Interlude; 4.3.2 Modeling and scaffolding effective learning strategies; 4.3.3 Harnessing the power of spaced practice testing; 4.3.4 Teaching for engagement and deeper learning; 5. Toward Academic Integrity and Critical Thinking; 5.1 Introduction; 5.2 Academic Bildung-the Formation Processes of Academia; 5.3 Academic Integrity-the Moral Code of Academia. | |
| 505 | 8 | _a5.3.1 Academic integrity: From individual virtue, to institutional policy, and back again?5.3.2 The value base of academic integrity: Research integrity; 5.4 An Empirical Basis for Relating to Norms and Values in Information Literacy Teaching; 5.5 Critical Thinking-a Goal of Academic Formation Processes; 5.6 Developing Academic Integrity and Critical Thinking; 6. Teaching It All; 6.1 What Have We Learnt in School Today?; 6.1.1 Introduction; 6.1.2 Administrative guidelines, or how to avoid starting at scratch; 6.2 Preparation; 6.2.1 Constructive alignment, learning outcomes and objectives. | |
| 650 | 0 | _aInformation literacy | |
| 650 | 0 |
_aActive learning. _927103 |
|
| 650 | 0 | _aEffective teaching. | |
| 700 | 1 |
_aLag, Torstein, _934783 |
|
| 700 | 1 |
_aSolberg, Mariann, _927106 |
|
| 700 | 1 |
_aAndreassen, Helene N., _933925 |
|
| 700 | 1 |
_aStenersen, Mark, _933926 |
|
| 856 | 4 | 0 | _uhttps://www.sciencedirect.com/science/book/9780081009215 |
| 942 | _c45E25BK | ||
| 999 |
_c216384 _d216384 |
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