08822cam a2200481Ii 4500001001300000003000600013005001700019006001900036007001500055008004100070040012500111020003600236020003300272020001800305020001500323035003900338050001000377072002500387082001700412245017400429264004400603264001200647300004300659336002600702337002600728338003600754490004400790520104100834504005101875505575701926588004707683650004807730650004407778650006007822655004407882655002207926655002207948700002607970700003707996776018708033830004508220856007508265ocn959618097OCoLC20190328114816.0m     o  d        cr mn|||||||||160930t20172017ne      ob    001 0 eng d  aN$TbengerdaepncN$TdN$TdOPELSdIDEBKdYDXdOCLCQdOCLCFdQCLdOCLCQdTEFODdOCLCQdOSUdMERERdOCLCQdU3WdBRXdTKN  a9780081006801q(electronic bk.)  a0081006802q(electronic bk.)  z9780081006733  z008100673X  a(OCoLC)959618097z(OCoLC)959910544 4aLB149 7aPSYx0310002bisacsh04a302.224422300aPathways into information literacy and communities of practice : teaching approaches and case studies / h[electronic resource]cedited by Dora Sales and Mar�ia Pinto. 1aAmsterdam :bChandos Publishing,c2017. 4c�2017  a1 online resource (xxxiii, 260 pages).  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier1 aChandos information professional series  aPathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies considers the specific information literacy needs of communities of practice. As such, the book fills a gap in the literature, which has treated information literacy extensively, but has not applied it to the area of communities of practice. Since every community of practice generates, seeks, retrieves, and uses resources and sources related to the cognitive structure being researched or studied, and the tasks being performed, the need arises to undertake studies focused on real user communities, especially at a graduate level. This edited collection presents contributions from an international perspective on this key topic in library and information science. Contributions are arranged into two sections, the first exploring teaching and learning processes, and the second presenting case studies in communities of practice, including, but not limited to, health, research environments, college students, and higher education.  aIncludes bibliographical references and index.00gpt. ItPERSPECTIVES ON INFORMATION LITERACY TEACHING --g1.tInformation Literacy and Critical Thinking: Context and Practice /rA. Grafstein --g1.1.tIntroduction --g1.2.tBackground and History --g1.3.tInformation Literacy Standards and Rubrics --g1.4.tInformation Literacy Contextualized --g1.5.tCritical Thinking: Research In Context --g1.6.tConclusion --tReferences --g2.tInquiry Learning: A Pedagogical and Curriculum Framework for Information Literacy /rM. Lupton --g2.1.tIntroduction --g2.2.tInquiry and the Need for Information --g2.3.tInquiry Learning Pedagogy --g2.4.tGenerative Questioning Frameworks: Teaching Strategies and Techniques --g2.5.tGeneric, Situated, Transformative, and Expressive Windows --g2.6.tImplementing Inquiry Learning --g2.7.tConclusion --tReferences --g3.tInformation Literacy and Flipped Learning /rB. Akkoyunlu --g3.1.tIntroduction --g3.2.tBlended Learning --g3.3.tFlipped Learning --g3.4.tConclusions and Recommendations --tAcknowledgment --tReferences --g4.tInclusion of Information Literacy in the Curriculum Through Learning Communities and Action Research /rJ. Cortes-Vera --g4.1.tIntroduction --g4.2.tCurricular Inclusion of IL to Transform Academic Activities --g4.3.tIdentification of Curricular Transversality --g4.4.tDesign and Implementation of Alternative Training Courses on Information Literacy --g4.5.tDesigning an Information Literacy Model With a Systemic Vision --g4.6.tFrom the Traditional Classroom to LC --g4.7.tAR as a Methodology for Asserting Information Skills --g4.8.tMethodology --g4.9.tDidactic Planning Phase --g4.10.tImplementation Phase --g4.11.tIntegrating LC --g4.12.tApplying AR In Academic Activities --g4.13.tAcademic Evaluation Phase --g4.14.tAnalysis of Results: Description of the Main Findings --g4.15.tConclusions --tReferences --g5.tThe Scoring Rubric for Information Literacy as a Tool for Learning /rH. Joosten --g5.1.tIntroduction --g5.2.tWhat Is a Rubric and How Can It Be Used? --g5.3.tThe Scoring Rubric for Information Literacy --g5.4.tCase of the Bachelor of ICT at the Hague University --g5.5.tInformation and Media Studies --g5.6.tHow the Rubric Is Used In the Classroom to Assess the Small Assignments (Peer Assessment and Peer Feedback) --g5.7.tDescription of the Final Assignment (Summative Assessment) --g5.8.tBusiness and Management --g5.9.tDiscussion --tReferences --gAppendix AtScoring Rubric for Information Literacy --gAppendix BtScoring Rubric for Information Literacy -- Report Skills --gpt. IItON INFORMATION LITERACY PROGRAMS --g6.tThe Relevance of Communicative Competence in the Context of Information Literacy Programs /rF.-J. Garcia-Marco --g6.1.tOverview --g6.2.tCommunication and the Cycle of Knowledge --g6.3.tCommunicating Knowledge: General Aspects --g6.4.tEffective Private Communication --g6.5.tPublic Presentations: Classes, Seminars, and Conferences --g6.6.tInternet Publishing --g6.7.tFormal Scientific Publication --g6.8.tProviding for Dissemination and Retrieval --g6.9.tAssessment of the Communicative Success: Monitoring Impact and Obtaining Feedback --g6.10.tImplementing the Communicative Competence in IL Programs --g6.11.tConclusions --tReferences --g7.tInformation Culture and Information Literacy as a Scientific Direction and a Field of Educational Activities in Russia /rN. Gendina --g7.1.tMain International Approaches to the Information Culture Researches --g7.2.tThe History of Formation of Information Culture as an Independent Scientific Direction and Educational Practice in Russia --g7.3.tInformation Culture: Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity --g7.4.tTypes and Components of Information Culture --g7.5.tDoctrine of Formation of Person's Information Culture --g7.6.tInformation Culture as an Academic Discipline --g7.7.tModel of Discipline "Principles of Personal Information Culture" --g7.8.tMedia and Information Literacy in the Structure of the Course "Principles of Person's Information Culture": The Experience of the Implementation of UNESCO and IFLA Ideas --g7.9.tTheoretical Complexity of Integrating Media and Information Literacy --g7.10.tMechanism of Integration of Media Literacy in the Content of the Course "Principles of Person's Information Culture" --g7.11.tInclusion of Media Literacy Into the Content of the Course "Principles of Person's Information Culture": Problems and Prospects --g7.12.tConclusion --tReferences --gpt. IIItPRACTICING INFORMATION LITERACY: ACADEMIC AND SCHOLAR CONTEXTS --g8.tToward a Community of Epistemological Practice: A Case Study of Adult Returners to Higher Education /rB. Johnston --g8.1.tIntroduction --g8.2.tAdult Returners to Higher Education: Transition, Engagement, and CofPs --g8.3.tOur Case Study: Learning and IL Practices in Adult Returners --g8.4.tLearning Strategies --g8.5.tIL: Trust, Authority, Judgment, and Skills --g8.6.tIL and CofPs --g8.7.tCommunities of Practice --g8.8.tEpistemological Development: Critical Thinking and Metacognition --g8.9.tCritical Thinking --g8.10.tConclusion --tReferences --g9.tInformation Literacy Requirements for Open Science /rC. Basili --g9.1.tScholarly Information Literacy as a Variable Dependent From Scholarly Communication --g9.2.tAcademic Social Media as New Forms of Scholarly Communication --g9.3.tThe Open Science Goal --g9.4.tACRL Framework for Information Literacy for Higher Education as a Basis for Scholarly Inquiry --g9.5.tScholarly Information Literacy Requirements in the Current Open Science Environment: The Resulting Picture --g9.6.tConcluding Remarks --tReferences.  aDescription based on print version record. 0aLiteracyxStudy and teachingvCase studies. 7aPSYCHOLOGYxSocial Psychology.2bisacsh 7aLiteracyxStudy and teaching.2fast0(OCoLC)fst00999888 7aCase studies.2fast0(OCoLC)fst01423765 0aElectronic books. 4aElectronic books.1 aSales, Dora,eeditor.1 aPinto Molina, Mar�ia,eeditor.08iPrint version:tPathways into information literacy and communities of practice.dCambridge, MA : Chandos Publishing is an imprint of Elsevier, [2017]z9780081006733w(OCoLC)960704227 0aChandos information professional series.403ScienceDirectuhttp://www.sciencedirect.com/science/book/9780081006733