000			03273nam a22002895i 4500
999			_c34813 _d34813
001			19430457
010			_a 2017930385
020			_a9780081009215
040			_aUOWD
082			_a028.7071 LO TE
100			_aLokse, Mariann _924004
245	0	0	_aTeaching information literacy in higher education : _beffective teaching and active learning / _cMariann Lokse, Mariann Solberg, Torstein Lag, Helene N. Andreassen, Mark Stenersen
260			_aCambridge, MA : _bChandos Publishing, _c2017.
300			_avii, 165 p. : _bcol. ill. ; _c22 cm.
505			_aThe importance of being information literate. I'll tell you what we want, what we really really want ; what's in It for you? -- Information literacy: the what and how. Information literacy defined ; Current teaching practices ; The times they are a-changin' -- Things we know about how learning happens. Limits of human information processing ; Approaches to learning ; Motivation to learn ; What works -- Learning strategies. Student learning strategies : what is effective? ; How students really study ; Using learning strategies in IL teaching -- Toward academic integrity and critical thinking. Introduction ; Academic building : the formation processes of academia ; Academic integrity : the moral code of academia ; An empirical basis for relating to norms and values in information literacy teaching ; Critical thinking : a goal of academic formation processes ; Developing academic integrity and critical thinking -- Teaching it all. What have we learnt in school today? ; Preparation ; Implementation ; Assessment and evaluation -- Epilogue. Final words ; The road goes ever on and on.
520			_a"Why do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy has become increasingly important in academia. Also, students that know how to learn have a better chance of adapting their learning strategies to the demands of higher education, and thus completing their degree. The authors discuss the various aspects of how academic integrity and information literacy are linked to learning, and provide examples on how our theories can be put into practice. The book also provides insight on the normative side of higher education, namely academic formation and the personal development process of students. The cognitive aspects of the transition to higher education, including learning strategies and critical thinking, are explored; and finally the book asks how information literacy teaching in higher education might be improved to help students meet contemporary challenges"--Provided by publisher.
650			_aInformation literacy _xStudy and teaching (Higher) _922491
650			_aEffective teaching _9852
650			_aActive learning _95338
650			_aInformation retrieval _922492
700			_aSolberg, Mariann _924005
700			_aLag, Torstein _924006
700			_aAndreassen, Helene N. _924007
700			_aStenersen, Mark _924008
856			_uhttps://uowd.box.com/s/wua39222hn4dlnwq4gmkwimjlfpu6j0g _zLocation Map
942			_cREGULAR