Descripciones mejoradas de Syndetics:

Why teach information literacy, technology literacy, and discipline-specific research skills separately when teaching them together fires students'' imaginations, improves learning, visibly demonstrates the value of your library''s unique services and expertise to faculty, and lets you reach students who might never otherwise walk through the library/'s doors? The first book on teaching information literacy with technology across the curriculum is full of case studies and lesson plans that will help you put together a cutting-edge, technology-based course for your institution. Each chapter is co-written by a librarian-faculty member team involved in a collaborative teaching-with-technology project. An overview of the literature will help you explain the value of this dynamic approach to faculty and administration. Chapter authors represent a wide range of institutions and disciplines; they give you course goals and organization, the hows and whys of the technologies used, and pitfalls to avoid. Featured technologies include collaborative web tools, presentation software, video and other multimedia, podcasts, blogs, wikis, and more. Every academic library will want to have a copy of this book, as will any faculty member involved in teaching information literacy.

Tabla de contenidos provista por Syndetics

• List of Figures and Appendices(p. ix)
• Foreword(p. xi)
• Preface(p. xv)
• Information Literacy Instruction and Standards(p. xvi)
• Book Organization(p. xviii)
• Using Technology at Your Institution(p. xxi)
• Acknowledgments(p. xxiii)
• Part I The Collaborative Web
• Section Introduction(p. 1)
• 1 Developing Blog and Wiki Communities to Link Student Research, Community Service, and Collaborative Discourse(p. 5)
• Introduction(p. 5)
• Literature Review(p. 6)
• The Honors College(p. 11)
• Disciplinary Perspectives(p. 12)
• Library Support for Discipline-specific Courses(p. 14)
• Partnerships in Pedagogy(p. 14)
• Technology Tools: Blogger, Bloglines, and Peanut Butter Wikis (PBwiki.com)(p. 17)
• Collaborative Course Assignments(p. 18)
• Assessment Strategies(p. 23)
• Conclusion(p. 25)
• 2 A Conversation about Collaboration: Using Web-based Video Streaming to Integrate Information Literacy into a Research Assignment for a Large Blended Class(p. 29)
• Introduction(p. 29)
• The Librarian's Perspective(p. 30)
• The Faculty Member's Perspective(p. 32)
• Our Second Instructor Reflects on the Student's Perspective(p. 33)
• Bringing Our Concerns Together: The Genesis of Our Relationship(p. 34)
• Planning for Success Through Collaboration and Integration(p. 36)
• The Research Assignment: "Beyond Accidental Pedagogy"(p. 38)
• Assessment(p. 43)
• Reflections on Our Challenges(p. 44)
• Our Next Steps Together(p. 46)
• Summary and Conclusion(p. 47)
• 3 The World War II Poster Project: Building a Digital Library through Information Literacy Partnerships(p. 51)
• Introduction(p. 51)
• The Project Team(p. 53)
• Institutional Context(p. 53)
• The Pedagogy of the Poster Project(p. 55)
• The World War II Poster Project(p. 57)
• HIST100: A Faculty-Staff Collaboration(p. 63)
• Lessons Learned(p. 64)
• Part II Course Management Systems
• Section Introduction(p. 83)
• 4 Beyond the Blended Librarian: Creating Full Partnerships with Faculty to Embed Information Literacy in Online Learning Systems(p. 87)
• Information and the University Education(p. 87)
• Literature Review(p. 88)
• The University of Waterloo(p. 92)
• German 272: German Thought and Culture(p. 93)
• Integrated Collaboration(p. 94)
• Learning and the Online Course Environment(p. 96)
• Assessing Results and Attitudes(p. 100)
• Some Conclusions(p. 106)
• 5 WISPR: A Constructivist Approach to Information Literacy Education in Blended Learning Environments(p. 111)
• Introduction(p. 111)
• Background(p. 111)
• WISPR Development(p. 116)
• Case Studies(p. 122)
• WISPR and Future Direction(p. 134)
• 6 Library Research Video Mix: The Use of Collaborative Multimedia via WebCT in a Senior Experience Course for Business(p. 139)
• Introduction(p. 139)
• Related Literature(p. 141)
• An Environment Conducive for Technology and Community(p. 142)
• AACSB, Information Literacy, and the College(p. 143)
• Discussion of Case Study and Faculty-Librarian Collaboration(p. 143)
• Information Research Competencies and the Video Mix(p. 149)
• Assessment of Technological Innovation and Pedagogical Approach to Student Learning(p. 152)
• Conclusion(p. 156)
• Enhancements to the Current Model(p. 156)
• Part III Online Assessment
• Section Introduction(p. 161)
• 7 Assessment in Small Bytes: Creating an Online Instrument to Measure Information Literacy Skills(p. 165)
• Foundational Layer: Literature Review(p. 167)
• Institutional Layer: University Opportunities and Expectations(p. 168)
• Disciplinary Layers: Blending Voices(p. 170)
• Planning, Developing, and Delivering the Test Instrument(p. 172)
• Modifications: Technology and Pedagogy(p. 174)
• Study Size, Initial Effects, and Results(p. 177)
• What We Learned from Phase I(p. 180)
• Phase II: Future Possibilities(p. 182)
• 8 A Constructivist Approach to Instructional Technology and Assessment in ESL Course Design(p. 193)
• Introduction(p. 193)
• Related Literature(p. 194)
• ESL and IL at Suffolk County Community College(p. 199)
• Aligning ESL016 Objectives with Student Learning Needs(p. 200)
• Information Literacy: An Incremental Process(p. 202)
• Technological Competency: An Incremental Process(p. 206)
• Benchmarks of Student Progress(p. 209)
• Conclusion(p. 213)
• Current Challenges and Future Directions(p. 213)
• About the Editors and Contributors(p. 219)
• Index(p. 225)