Teaching Information Literacy in Higher Education: Effective Teaching and Active Learning

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9780081009215: Teaching Information Literacy in Higher Education: Effective Teaching and Active Learning

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.

  • Presents critical thinking and learning strategies as a basic foundation for information literacy
  • Covers information literacy as a way into deep learning/higher order thinking
  • Provides self-regulation, motivation, and self-respect as tools in learning
  • Emphasizes the interdependence of learning, academic integrity, critical thinking, and information literacy
  • A practical guide to teaching information literacy based on an increased focus on the learning process, an essential for Information literacy graduate students and higher education teaching staff in relevant fields

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About the Author:

Mariann Lokse is the Head of Department at UiY The Arctic University of Norway university library, the world’s northernmost university, located in Tromsø, Norway.

Torstein Låg has a PhD in psychology and is a Senior academic librarian and the subject librarian for psychology, psychiatry and philosophy at UiT The Arctic University of Norway.

Mariann Solberg has a PhD in philosophy and is a professor under the Department of Education at UiT The Arctic University of Norway.

Helene N. Andreassen, has a PhD and is the Head of Library in Teaching and Learning Support. She is also a senior academic librarian for Linguistics, Speech Therapy and Romance languages at UiT The Arctic University of Norway.

Mark Stenersen is a graphic designer at Result: Centre for Teaching, Learning and Technology at UiT The Arctic University of Norway.

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Book Description ELSEVIER SCIENCE TECHNOLOGY, United Kingdom, 2017. Paperback. Book Condition: New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. 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. Bookseller Inventory # EOD9780081009215

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Book Description ELSEVIER SCIENCE TECHNOLOGY, United Kingdom, 2017. Paperback. Book Condition: New. Language: English . Brand New Book. 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. Bookseller Inventory # AAU9780081009215

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Book Description ELSEVIER SCIENCE TECHNOLOGY, United Kingdom, 2017. Paperback. Book Condition: New. Language: English . Brand New Book. 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. Bookseller Inventory # AAU9780081009215

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