Descripciones mejoradas de Syndetics:

As online learning becomes increasingly popular and widespread, librarians and faculty need new models for developing information literacy instruction in online environments.

Tabla de contenidos provista por Syndetics

• List of Figures, Tables, and Appendixes(p. ix)
• Foreword(p. xi)
• Preface(p. xv)
• Trends in Online Learning(p. xvi)
• Information Literacy Online(p. xvii)
• Book Organization(p. xviii)
• Online Learning at Your Institution(p. xx)
• Acknowledgments(p. xxiii)
• Part I Blended and Hybrid Learning(p. 1)
• Section Introduction(p. 1)
• 1 Shakespeare Is Not a One-Shot Deal: An Open Wiki Model for the Humanities(p. 5)
• Introduction(p. 5)
• Recent Literature(p. 7)
• Information Literacy at the University of Central Florida(p. 9)
• Interdisciplinary Perspective(p. 10)
• Collaboration in the Humanities(p. 11)
• Project Overview(p. 12)
• Program Planning(p. 14)
• Learning Outcomes(p. 15)
• Assessment of Online Learning(p. 17)
• Text and Image(p. 19)
• Conclusion(p. 21)
• 2 Reusable Learning Objects: Developing Online Information Literacy Instruction through Collaborative Design(p. 25)
• Introduction(p. 25)
• Related Literature(p. 26)
• Institutional Context(p. 27)
• Interdisciplinary Context(p. 28)
• Discussion of Faculty-Librarian Collaboration(p. 30)
• Program Planning(p. 33)
• Online Learning Model(p. 36)
• Impact on Student Learning(p. 37)
• Assessment of Online Learning(p. 39)
• Conclusion(p. 42)
• 3 Framing Multiliteracies: A Blended and Holistic Approach to Digital Technology Education(p. 47)
• Introduction(p. 47)
• Related Literature(p. 47)
• The Institutional Context of the University of Manchester(p. 50)
• Disciplinary Perspective(p. 52)
• Discussion of Faculty and Librarian Collaboration(p. 53)
• Program Planning(p. 55)
• Online Learning Model(p. 55)
• Impact on Student Learning(p. 57)
• Assessment of Online Learning(p. 59)
• Conclusion(p. 62)
• 4 Finding Your Fate: The Evolution of a Librarian-Faculty Collaboration to Bring History Online(p. 65)
• Introduction(p. 65)
• Related Literature(p. 66)
• Institutional Context at Morehead State University(p. 68)
• Disciplinary and Interdisciplinary Perspective(p. 68)
• Discussion of Faculty-Librarian Collaboration(p. 69)
• Challenges of the Online Collaboration(p. 73)
• Program Planning(p. 76)
• Online Learning Model(p. 77)
• Impact on Student Learning(p. 78)
• Assessment of Online Learning(p. 81)
• Conclusion(p. 83)
• Part II Open and Online Learning(p. 87)
• Section Introduction(p. 87)
• 5 Supported Open Learning: Developing an Integrated Information Literacy Strategy Online(p. 91)
• Introduction(p. 91)
• Related Literature(p. 92)
• Institutional Context(p. 93)
• Disciplinary Perspective(p. 94)
• Discussion of Faculty-Librarian Collaboration(p. 95)
• Program Planning(p. 96)
• Online Learning Model(p. 99)
• Impact on Student Learning(p. 101)
• Assessment of Online Learning(p. 103)
• Conclusion(p. 106)
• 6 Information-Literate Avatars: Resource-Based Learning in Second Life(p. 109)
• Introduction(p. 109)
• Related Literature(p. 111)
• Institutional Context(p. 113)
• Interdisciplinary Perspective(p. 115)
• Faculty-Librarian Collaboration(p. 115)
• Project Planning(p. 116)
• Resource-Based Learning in a Blended Environment(p. 120)
• Impact on Student Learning(p. 123)
• Assessment of Online Learning(p. 125)
• Conclusion(p. 126)
• 7 Information Literacy by Design: Recalibrating Graduate Professional Asynchronous Online Programs(p. 133)
• Introduction(p. 133)
• Related Literature(p. 134)
• Institutional Context(p. 137)
• RELM: An Interdisciplinary Model for Instructional Design(p. 139)
• Program Planning(p. 140)
• Conceptual Underpinnings of RELM(p. 140)
• Instructional Design Process Resulting from RELM(p. 142)
• Librarian Role in Information Literacy(p. 143)
• Impact on Student Learning: Example of Model Applied to Two Courses(p. 146)
• Assessment of Online Learning(p. 150)
• Conclusion(p. 152)
• 8 Working Outside the Org Chart: A Faculty-Librarian Partnership to Design an Online Graduate Course(p. 159)
• Introduction(p. 159)
• Related Literature(p. 160)
• Institutional Context at Indiana State University(p. 162)
• Interdisciplinary Perspectives(p. 163)
• Faculty-Librarian Collaboration(p. 164)
• Course Planning and Online Learning Model(p. 165)
• Assessment of Online Learning(p. 168)
• Conclusion(p. 169)
• Afterword(p. 173)
• About the Editors and Contributors(p. 175)
• Index(p. 181)

Reseñas proporcionadas por Syndetics

Library Journal Review

Courses delivered via an online or hybrid platform are by no means a new concept. From the onset, however, librarians and educators grappled with achieving the same levels of knowledge transfer, critical thinking, and information literacy (IL) as achieved by conventional classroom teaching. Mackey (interim dean, Ctr. for Distance Learning, SUNY Empire State Coll.) and Jacobson (head of user education programs, SUNY at Albany) have assembled a veritable bible on how to do it right by providing eight original models of IL best practices and successful online implementations. The book is organized into two types of learning: "Blended & Hybrid" and "Open & Online," i.e., a self-paced model integrating IL, communication, and technology. Chapter components include recent or related literature, collaborative efforts between faculty and librarians, impact on student learning, assessment methodologies, and appendixes of any tools (e.g., surveys) used to measure the outcome. VERDICT The cited references alone make this text an invaluable resource for understanding international trends and challenges surrounding online learning at both the graduate and the undergraduate level. Also highly recommended for committees, educators, and administrators tasked with meeting the AACSB, ACRL, and/or Middle States standards for information literacy and accreditation.-Judy Brink-Drescher, Molloy Coll., Rockville Ctr., NY (c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Booklist Review

This volume presents case studies in online information-literacy teaching, with an emphasis on faculty-librarian collaboration. Although the examples come from academic libraries, some of the concepts will also work in K-12 environments. Separated into two parts, Blended and Hybrid Learnin. an. Open and Online Learning, the chapters all have a similar organization, discussing related literature, institutional context and disciplinary perspective, faculty-librarian collaboration, program planning, and impact of the model that is presented on student learning. Among the projects that are described are an OpenWiki model for Renaissance literature at the University of Central Florida and Second Life as a distance-education platform at New Mexico State University. Librarians, educators, and students of both education and library science will benefit from this book.--Marcus, Sar. Copyright 2010 Booklist