Descripciones mejoradas de Syndetics:

The author offers an in-depth examination of resource-based learning as an important new paradigm for higher education. This concept shifts the focus from teaching to learning by requiring students to select their own learning materials from a wide range of real world information resources. A resource-based approach helps students assume more responsibility for their own learning. It also creates a strong partnership between faculty members and campus librarians. Breivik highlights examples of colleges and universities that are already using this approach successfully and offers a framework to help educators create their own resource-based learning programs. This work will be of significant interest to academic leaders, faculty, and campus information providers.

Tabla de contenidos provista por Syndetics

• Preface
• Acknowledgments
• The Move Toward a New Literacy Resource-Based Learning Successful Information LiteracyDiscipline-Specific Models
• The Challenges of Human Resources Institutional Challenges Moving Forward Postscript for Early Leaders
• Appendix A Final Report of the American Library Association Presidential Committee on Information Literacy
• Appendix B National Forum on Information Literacy Membership List
• Appendix C Data Collection on Information Literacy Programs at Higher Education Institutions: Analysis and Report by the Association of College and Research Libraries, 1994-1995
• Appendix D Writing Syllabus for Wheaton College Psychology
• Appendix E King's College Competency Growth Plan in Library and Information Literacy for Students Majoring in Marketing Selected Resources
• Index

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CHOICE Review

Breivik successfully explores the teaching of information skills to college students regardless of the physical format of the information, emphasizing the integration of these skills throughout the higher education environment. This results in an examination of the ways faculty, librarians, and administrators can work together to help college students be more information literate. The various chapters of the book address the history of the information literacy movement, the importance of active learning environments, general and subject specific approaches on information from faculty and librarians, and practical advice on how to implement information literacy education on a campus. This book places more emphasis on the campus-wide integration of information skills than do several other recent works on this subject (e.g., Donald Barclay's Teaching Electronic Information Literacy, 1995, and Cheryl LaGuardia's Teaching the New Library, 1996), but it is less "how-to." Useful to graduate students and faculty. M. Lorenzen Michigan State University

Notas de autor provistas por Syndetics

PATRICIA SENN BREIVIK is dean of university libraries at Wayne State University in Detroit, Michigan. From 1990 to 1995, she was the associate vice president for information resources at Towson State University in Towson, Maryland. Her previous positions include director of the Auraria Library and professor at the University of Colorado in Denver, Colorado

ecial assistant to the president of the University of Colorado

siting professor at Columbia University

d American Council on Education (ACE) fellow in academic administration at the University of Wisconsin. Breivik has taught numerous courses and seminars in graduate library programs on academic and research libraries, library administration, fund raising, library instruction, school library media centers, and introduction to librarianship.