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Transforming information literacy instruction using learner-centered teaching

作者: Joan R Kaplowitz
出版商: New York : Neal-Schuman Publishers, Inc., [2012]
版本/格式:   圖書 : 英語所有版本和格式的總覽
資料庫:WorldCat
提要:
Do you feel like it is long past time to totally transform information literacy instruction? If so, this book has information needed to help incorporate learner-centered teaching (LCT) into information literacy instruction ILI), combining important grounding in the discipline with usable instructions and tips. Collaboration, participation, and responsibility are emphasized. There is first-hand information on the  再讀一些...
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類型/形式: Case studies
資料類型: 網際網路資源
文件類型: 圖書, 網路資源
所有的作者/貢獻者: Joan R Kaplowitz
ISBN: 9781555707651 1555707653 9781856048354 1856048357
OCLC系統控制編碼: 759771943
描述: xviii, 254 pages ; 23 cm
内容: Part I : Finding out about learner-centered teaching --
Chapter 1. What is learner-centered teaching? --
The adventure begins --
What's so special about LCT? --
Learner-centered teaching : CPR for your practice --
Support for LCT --
Shifting the balance of power --
LCT and ILI --
Final remarks --
Reflections --
Exploration --
References --
Chapter 2. How will you know learner-centered teaching when you see it? --
I'll know it when I see it --
Components of LCT --
Listen to your learners --
Engage your learners --
Inspire your learners --
Final remarks --
Reflections --
Explorations --
References --
Chapter 3. Where did learner-centered teaching come from? --
The evolution of an idea --
John Dewey and the progressive education movement --
How psychological learning theories contribute to LCT --
Common threads --
collaboration, participation, responsibility --
CPR from the teacher's perspective : listen, engage, inspire --
LCT : the research base --
Final remarks --
Reflections --
Explorations --
References --
Part II : Planning for learner-centered teaching --
Chapter 4. What will learners do? : learner-centered teaching methods --
How do I teach? Let me count the ways --
The many flavors of learning --
The lecture method --
Modeling/demonstration --
Questioning --
Discussion --
Practice --
Collaborative group work --
Reflection --
A word about discovery --
Ending it all --
Mixing it up --
Final remarks --
Reflections --
Explorations --
References --
Chapter 5. How will learning be measured? : learner-centered assessment --
Taking the guesswork out of learniner-centered teaching, or how do I know it worked? --
Using learner-centered assessment : creating opportunities to collaborate, participate, and take responsibility --
Planning for learner-centered assessment : The teaching tripod --
Teaching tripod --
step one : creating expected learning outcomes --
Teaching tripod --
step two : selecting instructional activities. Teaching tripod --
step three : assessing expected learning outcomes --
Assessment 101 : an overview of some basic principles --
Double duty : using instructional activities for ILI assessment --
Final remarks --
Reflections --
Explorations --
References --
Part III : Applying learner-centered teaching in practice --
Chapter 6. Creating the face-to-face learner-centered experience --
Advantages and drawbacks of the F2F format --
Atmosphere --
creating an LCT environment --
How to build a learner-centered F2F experience --
Special considerations for the learner-centered F2F experience --
Final remarks --
Reflections --
Explorations --
References --
Chapter 7. Creating the online learner-centered experience / with Hillary Kaplowitz --
Why teaching online? --
Moving to the online format : a cautionary tale --
Advantages and drawbacks of the online format --
How online instruction supports LCT --
Special challenges for LCT in the online format --
Atmosphere --
designing an LCT environment online --
How to build a learner-centered online experience --
Elements of learner-centered online instruction --
Special considerations for the learner-centered online experience --
Final remarks --
Reflections --
Explorations --
References --
Chapter 8. Creating the blended learner-centered experience: a case study in transformation / with Hillary Kaplowitz --
Changing my ways --
The starting point --
Moving to the LCT/blended approach-the transformation of IS 448 --
Baby steps --
Final remarks --
Reflections --
Explorations --
References --
Chapter 9. Learner-centered teaching in action: vignettes from the field --
From the school library perspective --
From the public library perspective --
From the academic library perspective --
part one : community colleges --
From the academic library perspective --
part two : colleges and universities --
From the special library perspective --
From the partnership and outreach perspective --
Final remarks --
References --
Part IV: Summing it all up --
Chapter 10. Where do we go from here? --
Start small --
Team teach --
Become a critical observer --
Share your ideas --
Seek out new information --
Recharge your batteries --
Technology and the future of ILI --
Back to basics : teaching concepts, not mechanics --
Final remarks --
References.
責任: Joan R. Kaplowitz.

摘要:

This indispensable new book by Joan Kaplowitz has everything you need to help you incorporate learner-centred teaching (LCT) into information literacy instruction (ILI), combining important grounding  再讀一些...

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"...a must-have for anyone who teaches information literacy in any sector for any amount of time, whether it be for one or two stand-alone sessions a year or a fully credited academic course. The 再讀一些...

 
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