| 000 | 03497cam a2200433Ii 4500 | ||
|---|---|---|---|
| 001 | ocn953257674 | ||
| 003 | OCoLC | ||
| 005 | 20190328114815.0 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 160708s2016 mau o 000 0 eng d | ||
| 040 |
_aOPELS _beng _erda _epn _cOPELS _dN$T _dYDXCP _dOCLCF _dOCLCA _dS4S _dU3W _dOCLCA _dAU@ _dWYU _dTKN |
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| 019 |
_a1000404819 _a1066621835 |
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| 020 |
_a9780081005484 _q(electronic bk.) |
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| 020 |
_a0081005482 _q(electronic bk.) |
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| 020 |
_z9780081005453 _q(print) |
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| 035 |
_a(OCoLC)953257674 _z(OCoLC)1000404819 _z(OCoLC)1066621835 |
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| 050 | 4 | _aZA3075 | |
| 072 | 7 |
_aLAN _x025000 _2bisacsh |
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| 082 | 0 | 4 |
_a025.042 _223 |
| 100 | 1 |
_aAnderson, Anthony, _eauthor. |
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| 245 | 1 | 0 |
_aFrom information literacy to social epistemology : insights from psychology / _h[electronic resource] _cAnthony Anderson, Bill Johnston. |
| 264 | 1 |
_aCambridge, MA : _bChandos Publishing is an imprint of Elsevier, _c2016. |
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| 300 | _a1 online resource. | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 | _aChandos information professional series | |
| 504 | _aIncludes bibliographical references and index. | ||
| 588 | 0 | _aOnline resource; title from PDF title page (ScienceDirect, viewed July 8, 2016). | |
| 505 | 0 | _a<P><b>Section A: Introduction and background</b></p> <p>Chapter 1. Introduction to the book as whole: a) a critical overview of issues and constructs, particularly the digital age, and digital participation; b) the notion of information literacy and the UNESCO human rights model; c) brief overview of epistemological development, critical thinking and metacognition and how these relate to IL and digital participation; d) summary of the structure of the book to follow.</p> <p>Chapter 2 Information literacy in adult returnee students</p> <p><b>Section B: Psychological and educational constructs related to information literacy</b></p> <p>Chapter 3 Epistemological development and information literacy</p> <p>Chapter 4 Metacognition, critical thinking and information literacy: here we consider psychological research on metacognition and critical thinking, summarise it and consider its implications for the processes involved in IL</p> <p>Chapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacy</p> <p><b>Section C: The contributions from librarians and library organizations; definitions, models and standards for information literacy; current developments in IL; critique and suggestions from psychology and pedagogy e.g. social constructivism as the theoretical basis for particular teaching practices, approaches; IL and lifelong learning</b></p> <p>Chapter 6 The ACRL revised standards for IL in higher education</p> <p>Chapter 7 Curriculum for IL.</p> <p>Chapter 8 UNESCO formulation of IL and the move to a Media and Information Literacy formulation;</p> <p><b>Section D From Information literacy to social epistemology</b></p> <p>Chapter 9 Synthesis and conclusions.</p> | |
| 650 | 0 | _aInformation literacy. | |
| 650 | 7 |
_aLANGUAGE ARTS & DISCIPLINES / Library & Information Science / General _2bisacsh |
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| 650 | 7 |
_aInformation literacy. _2fast _0(OCoLC)fst00972560 |
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| 655 | 4 | _aElectronic books. | |
| 700 | 1 |
_aJohnston, Bill, _d1960- _eauthor. |
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| 830 | 0 | _aChandos information professional series. | |
| 856 | 4 | 0 |
_3ScienceDirect _uhttp://www.sciencedirect.com/science/book/9780081005453 |
| 999 |
_c247368 _d247368 |
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