Distributed Learning :: Pedagogy and Technology in Online Information Literacy Instruction.
The field of distributed learning is constantly evolving. Online technology provides instructors with the flexibility to offer meaningful instruction to students who are at a distance or in some cases right on campus, but still unable to be physically present in the classroom. This dynamic environme...
Gespeichert in:
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| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Kent :
Elsevier Science,
2016.
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| Schriftenreihe: | Chandos information professional series.
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| Schlagworte: | |
| Online-Zugang: | Volltext Volltext |
| Zusammenfassung: | The field of distributed learning is constantly evolving. Online technology provides instructors with the flexibility to offer meaningful instruction to students who are at a distance or in some cases right on campus, but still unable to be physically present in the classroom. This dynamic environment challenges librarians to monitor, learn, adapt, collaborate, and use new technological advances in order to make the best use of techniques to engage students and improve learning outcomes and success rates. Distributed Learning provides evidence based information on a variety of issues, surrounding online teaching and learning from the perspective of librarians. |
| Beschreibung: | 1 online resource (475 pages) |
| ISBN: | 9780081006092 0081006098 |
Internformat
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| 100 | 1 | |a Maddison, Tasha. | |
| 245 | 1 | 0 | |a Distributed Learning : |b Pedagogy and Technology in Online Information Literacy Instruction. |
| 260 | |a Kent : |b Elsevier Science, |c 2016. | ||
| 300 | |a 1 online resource (475 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Chandos information professional series | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Front Cover; Distributed Learning; Copyright Page; Contents; List of Contributors; Biography; Foreword; 1 Introduction; References; I. Foundations of Distributed Learning; 2 Literature Review of Online Learning in Academic Libraries; 2.1 Introduction; 2.2 Background; 2.3 Methodology; 2.4 Subject Distribution; 2.5 Technology; 2.6 Creation Technology; 2.7 Access Technology; 2.8 Learning Environments; 2.9 Challenges With Online Instruction; 2.10 Best Practices; 2.11 Assessment; 2.12 Methods of Delivery; 2.13 Collaboration With Faculty and Other Stakeholders; 2.14 Learning Outcomes. | |
| 505 | 8 | |a 2.15 Limitations2.16 Conclusion; References; 3 Using Theory and Practice to Build an Instructional Technology Tool Kit; 3.1 Introduction; 3.2 Theory: A Review of the Literature; 3.3 The Scholarship of Active Learning; 3.3.1 Active Learning in Library Instruction; 3.3.2 Limitations in Using Active-Learning Strategies; 3.4 The Scholarship of Effective Instructional Technology Use; 3.5 Desired Learning Outcomes: An Important Consideration; 3.6 Practice: Meaningfully Integrating Technology Tools in Information Literacy Instruction; 3.7 Remembering Information. | |
| 505 | 8 | |a 3.7.1 Alignment With Information Literacy3.7.2 Tools to Use; 3.8 Understanding Information; 3.8.1 Alignment With Information Literacy; 3.8.2 Tools to Use; 3.9 Applying Information; 3.9.1 Alignment With Information Literacy; 3.9.2 Tools to Use; 3.10 Analyzing Information; 3.10.1 Alignment With Information Literacy Standards; 3.10.2 Tools to Use; 3.11 Evaluating Information; 3.11.1 Alignment With Information Literacy Standards; 3.11.2 Tools to Use; 3.12 Creating Information; 3.12.1 Alignment With Information Literacy Standards; 3.12.2 Tools to Use; 3.13 Next Steps and Conclusions. | |
| 505 | 8 | |a Appendix Technology Resources, Organized as Referenced in the ChapterReferences; II. Pedagogy; 4 Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model; 4.1 Background; 4.2 Instructional Design Models; 4.3 Dick and Carey; 4.4 Recursive Reflective Design and Development Model; 4.5 Four-Component Instructional Design; 4.6 Kemp; 4.7 Gagné; 4.8 ADDIE; 4.9 Implementation Using the ADDIE Model; 4.9.1 Analysis; 4.10 Design; 4.11 Development; 4.12 Implementation; 4.13 Evaluation; 4.14 Conclusion; References; Appendix 1: FYC Rubric; Appendix 2: FYC Pretest Survey Summary. | |
| 505 | 8 | |a 5 Enhancing Kuhlthau's Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students' Research Skills5.1 Introduction; 5.2 Redesign Rationale; 5.2.1 Limitations of a One-Shot; 5.3 Curriculum Development for Distributed Learning Environment; 5.3.1 Kuhlthau's ISP Model; 5.4 Kuhlthau's Guided Inquiry Program for Information Literacy; 5.5 Online Zones of Intervention; 5.6 Technology; 5.6.1 Moodle CMS; 5.7 LibGuides; 5.8 Information Literacy Sessions Overview; 5.9 Session One: Topic Selection; 5.10 Session Two: Website Evaluation and Scholarly Sources. | |
| 505 | 8 | |a 5.11 Session Three: Database Searching. | |
| 520 | |a The field of distributed learning is constantly evolving. Online technology provides instructors with the flexibility to offer meaningful instruction to students who are at a distance or in some cases right on campus, but still unable to be physically present in the classroom. This dynamic environment challenges librarians to monitor, learn, adapt, collaborate, and use new technological advances in order to make the best use of techniques to engage students and improve learning outcomes and success rates. Distributed Learning provides evidence based information on a variety of issues, surrounding online teaching and learning from the perspective of librarians. | ||
| 650 | 0 | |a Web-based instruction. |0 http://id.loc.gov/authorities/subjects/sh2003006114 | |
| 650 | 0 | |a Educational technology. |0 http://id.loc.gov/authorities/subjects/sh85041150 | |
| 650 | 2 | |a Educational Technology |0 https://id.nlm.nih.gov/mesh/D018961 | |
| 650 | 6 | |a Technologie éducative. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
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| 700 | 1 | |a Kumaran, Maha. | |
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| 776 | 0 | 8 | |i Print version: |a Maddison, Tasha. |t Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. |d Kent : Elsevier Science, ©2016 |z 9780081005989 |
| 830 | 0 | |a Chandos information professional series. |0 http://id.loc.gov/authorities/names/no2003116571 | |
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Datensatz im Suchindex
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| author | Maddison, Tasha |
| author2 | Kumaran, Maha |
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| callnumber-sort | LB 41044.87 D57 42016EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Front Cover; Distributed Learning; Copyright Page; Contents; List of Contributors; Biography; Foreword; 1 Introduction; References; I. Foundations of Distributed Learning; 2 Literature Review of Online Learning in Academic Libraries; 2.1 Introduction; 2.2 Background; 2.3 Methodology; 2.4 Subject Distribution; 2.5 Technology; 2.6 Creation Technology; 2.7 Access Technology; 2.8 Learning Environments; 2.9 Challenges With Online Instruction; 2.10 Best Practices; 2.11 Assessment; 2.12 Methods of Delivery; 2.13 Collaboration With Faculty and Other Stakeholders; 2.14 Learning Outcomes. 2.15 Limitations2.16 Conclusion; References; 3 Using Theory and Practice to Build an Instructional Technology Tool Kit; 3.1 Introduction; 3.2 Theory: A Review of the Literature; 3.3 The Scholarship of Active Learning; 3.3.1 Active Learning in Library Instruction; 3.3.2 Limitations in Using Active-Learning Strategies; 3.4 The Scholarship of Effective Instructional Technology Use; 3.5 Desired Learning Outcomes: An Important Consideration; 3.6 Practice: Meaningfully Integrating Technology Tools in Information Literacy Instruction; 3.7 Remembering Information. 3.7.1 Alignment With Information Literacy3.7.2 Tools to Use; 3.8 Understanding Information; 3.8.1 Alignment With Information Literacy; 3.8.2 Tools to Use; 3.9 Applying Information; 3.9.1 Alignment With Information Literacy; 3.9.2 Tools to Use; 3.10 Analyzing Information; 3.10.1 Alignment With Information Literacy Standards; 3.10.2 Tools to Use; 3.11 Evaluating Information; 3.11.1 Alignment With Information Literacy Standards; 3.11.2 Tools to Use; 3.12 Creating Information; 3.12.1 Alignment With Information Literacy Standards; 3.12.2 Tools to Use; 3.13 Next Steps and Conclusions. Appendix Technology Resources, Organized as Referenced in the ChapterReferences; II. Pedagogy; 4 Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model; 4.1 Background; 4.2 Instructional Design Models; 4.3 Dick and Carey; 4.4 Recursive Reflective Design and Development Model; 4.5 Four-Component Instructional Design; 4.6 Kemp; 4.7 Gagné; 4.8 ADDIE; 4.9 Implementation Using the ADDIE Model; 4.9.1 Analysis; 4.10 Design; 4.11 Development; 4.12 Implementation; 4.13 Evaluation; 4.14 Conclusion; References; Appendix 1: FYC Rubric; Appendix 2: FYC Pretest Survey Summary. 5 Enhancing Kuhlthau's Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students' Research Skills5.1 Introduction; 5.2 Redesign Rationale; 5.2.1 Limitations of a One-Shot; 5.3 Curriculum Development for Distributed Learning Environment; 5.3.1 Kuhlthau's ISP Model; 5.4 Kuhlthau's Guided Inquiry Program for Information Literacy; 5.5 Online Zones of Intervention; 5.6 Technology; 5.6.1 Moodle CMS; 5.7 LibGuides; 5.8 Information Literacy Sessions Overview; 5.9 Session One: Topic Selection; 5.10 Session Two: Website Evaluation and Scholarly Sources. 5.11 Session Three: Database Searching. |
| ctrlnum | (OCoLC)961063517 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-ocn961063517 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:28Z |
| institution | BVB |
| isbn | 9780081006092 0081006098 |
| language | English |
| oclc_num | 961063517 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (475 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Elsevier Science, |
| record_format | marc |
| series | Chandos information professional series. |
| series2 | Chandos information professional series |
| spelling | Maddison, Tasha. Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. Kent : Elsevier Science, 2016. 1 online resource (475 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Chandos information professional series Print version record. Front Cover; Distributed Learning; Copyright Page; Contents; List of Contributors; Biography; Foreword; 1 Introduction; References; I. Foundations of Distributed Learning; 2 Literature Review of Online Learning in Academic Libraries; 2.1 Introduction; 2.2 Background; 2.3 Methodology; 2.4 Subject Distribution; 2.5 Technology; 2.6 Creation Technology; 2.7 Access Technology; 2.8 Learning Environments; 2.9 Challenges With Online Instruction; 2.10 Best Practices; 2.11 Assessment; 2.12 Methods of Delivery; 2.13 Collaboration With Faculty and Other Stakeholders; 2.14 Learning Outcomes. 2.15 Limitations2.16 Conclusion; References; 3 Using Theory and Practice to Build an Instructional Technology Tool Kit; 3.1 Introduction; 3.2 Theory: A Review of the Literature; 3.3 The Scholarship of Active Learning; 3.3.1 Active Learning in Library Instruction; 3.3.2 Limitations in Using Active-Learning Strategies; 3.4 The Scholarship of Effective Instructional Technology Use; 3.5 Desired Learning Outcomes: An Important Consideration; 3.6 Practice: Meaningfully Integrating Technology Tools in Information Literacy Instruction; 3.7 Remembering Information. 3.7.1 Alignment With Information Literacy3.7.2 Tools to Use; 3.8 Understanding Information; 3.8.1 Alignment With Information Literacy; 3.8.2 Tools to Use; 3.9 Applying Information; 3.9.1 Alignment With Information Literacy; 3.9.2 Tools to Use; 3.10 Analyzing Information; 3.10.1 Alignment With Information Literacy Standards; 3.10.2 Tools to Use; 3.11 Evaluating Information; 3.11.1 Alignment With Information Literacy Standards; 3.11.2 Tools to Use; 3.12 Creating Information; 3.12.1 Alignment With Information Literacy Standards; 3.12.2 Tools to Use; 3.13 Next Steps and Conclusions. Appendix Technology Resources, Organized as Referenced in the ChapterReferences; II. Pedagogy; 4 Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model; 4.1 Background; 4.2 Instructional Design Models; 4.3 Dick and Carey; 4.4 Recursive Reflective Design and Development Model; 4.5 Four-Component Instructional Design; 4.6 Kemp; 4.7 Gagné; 4.8 ADDIE; 4.9 Implementation Using the ADDIE Model; 4.9.1 Analysis; 4.10 Design; 4.11 Development; 4.12 Implementation; 4.13 Evaluation; 4.14 Conclusion; References; Appendix 1: FYC Rubric; Appendix 2: FYC Pretest Survey Summary. 5 Enhancing Kuhlthau's Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students' Research Skills5.1 Introduction; 5.2 Redesign Rationale; 5.2.1 Limitations of a One-Shot; 5.3 Curriculum Development for Distributed Learning Environment; 5.3.1 Kuhlthau's ISP Model; 5.4 Kuhlthau's Guided Inquiry Program for Information Literacy; 5.5 Online Zones of Intervention; 5.6 Technology; 5.6.1 Moodle CMS; 5.7 LibGuides; 5.8 Information Literacy Sessions Overview; 5.9 Session One: Topic Selection; 5.10 Session Two: Website Evaluation and Scholarly Sources. 5.11 Session Three: Database Searching. The field of distributed learning is constantly evolving. Online technology provides instructors with the flexibility to offer meaningful instruction to students who are at a distance or in some cases right on campus, but still unable to be physically present in the classroom. This dynamic environment challenges librarians to monitor, learn, adapt, collaborate, and use new technological advances in order to make the best use of techniques to engage students and improve learning outcomes and success rates. Distributed Learning provides evidence based information on a variety of issues, surrounding online teaching and learning from the perspective of librarians. Web-based instruction. http://id.loc.gov/authorities/subjects/sh2003006114 Educational technology. http://id.loc.gov/authorities/subjects/sh85041150 Educational Technology https://id.nlm.nih.gov/mesh/D018961 Technologie éducative. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational technology fast Web-based instruction fast Kumaran, Maha. has work: Distributed Learning (Text) https://id.oclc.org/worldcat/entity/E39PCYqRmYtcbjWHD9BKv64YHd https://id.oclc.org/worldcat/ontology/hasWork Print version: Maddison, Tasha. Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. Kent : Elsevier Science, ©2016 9780081005989 Chandos information professional series. http://id.loc.gov/authorities/names/no2003116571 FWS01 ZDB-4-EBA FWS_PDA_EBA https://www.sciencedirect.com/science/book/9780081005989 Volltext FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1144636 Volltext |
| spellingShingle | Maddison, Tasha Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. Chandos information professional series. Front Cover; Distributed Learning; Copyright Page; Contents; List of Contributors; Biography; Foreword; 1 Introduction; References; I. Foundations of Distributed Learning; 2 Literature Review of Online Learning in Academic Libraries; 2.1 Introduction; 2.2 Background; 2.3 Methodology; 2.4 Subject Distribution; 2.5 Technology; 2.6 Creation Technology; 2.7 Access Technology; 2.8 Learning Environments; 2.9 Challenges With Online Instruction; 2.10 Best Practices; 2.11 Assessment; 2.12 Methods of Delivery; 2.13 Collaboration With Faculty and Other Stakeholders; 2.14 Learning Outcomes. 2.15 Limitations2.16 Conclusion; References; 3 Using Theory and Practice to Build an Instructional Technology Tool Kit; 3.1 Introduction; 3.2 Theory: A Review of the Literature; 3.3 The Scholarship of Active Learning; 3.3.1 Active Learning in Library Instruction; 3.3.2 Limitations in Using Active-Learning Strategies; 3.4 The Scholarship of Effective Instructional Technology Use; 3.5 Desired Learning Outcomes: An Important Consideration; 3.6 Practice: Meaningfully Integrating Technology Tools in Information Literacy Instruction; 3.7 Remembering Information. 3.7.1 Alignment With Information Literacy3.7.2 Tools to Use; 3.8 Understanding Information; 3.8.1 Alignment With Information Literacy; 3.8.2 Tools to Use; 3.9 Applying Information; 3.9.1 Alignment With Information Literacy; 3.9.2 Tools to Use; 3.10 Analyzing Information; 3.10.1 Alignment With Information Literacy Standards; 3.10.2 Tools to Use; 3.11 Evaluating Information; 3.11.1 Alignment With Information Literacy Standards; 3.11.2 Tools to Use; 3.12 Creating Information; 3.12.1 Alignment With Information Literacy Standards; 3.12.2 Tools to Use; 3.13 Next Steps and Conclusions. Appendix Technology Resources, Organized as Referenced in the ChapterReferences; II. Pedagogy; 4 Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model; 4.1 Background; 4.2 Instructional Design Models; 4.3 Dick and Carey; 4.4 Recursive Reflective Design and Development Model; 4.5 Four-Component Instructional Design; 4.6 Kemp; 4.7 Gagné; 4.8 ADDIE; 4.9 Implementation Using the ADDIE Model; 4.9.1 Analysis; 4.10 Design; 4.11 Development; 4.12 Implementation; 4.13 Evaluation; 4.14 Conclusion; References; Appendix 1: FYC Rubric; Appendix 2: FYC Pretest Survey Summary. 5 Enhancing Kuhlthau's Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students' Research Skills5.1 Introduction; 5.2 Redesign Rationale; 5.2.1 Limitations of a One-Shot; 5.3 Curriculum Development for Distributed Learning Environment; 5.3.1 Kuhlthau's ISP Model; 5.4 Kuhlthau's Guided Inquiry Program for Information Literacy; 5.5 Online Zones of Intervention; 5.6 Technology; 5.6.1 Moodle CMS; 5.7 LibGuides; 5.8 Information Literacy Sessions Overview; 5.9 Session One: Topic Selection; 5.10 Session Two: Website Evaluation and Scholarly Sources. 5.11 Session Three: Database Searching. Web-based instruction. http://id.loc.gov/authorities/subjects/sh2003006114 Educational technology. http://id.loc.gov/authorities/subjects/sh85041150 Educational Technology https://id.nlm.nih.gov/mesh/D018961 Technologie éducative. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational technology fast Web-based instruction fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2003006114 http://id.loc.gov/authorities/subjects/sh85041150 https://id.nlm.nih.gov/mesh/D018961 |
| title | Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. |
| title_auth | Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. |
| title_exact_search | Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. |
| title_full | Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. |
| title_fullStr | Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. |
| title_full_unstemmed | Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction. |
| title_short | Distributed Learning : |
| title_sort | distributed learning pedagogy and technology in online information literacy instruction |
| title_sub | Pedagogy and Technology in Online Information Literacy Instruction. |
| topic | Web-based instruction. http://id.loc.gov/authorities/subjects/sh2003006114 Educational technology. http://id.loc.gov/authorities/subjects/sh85041150 Educational Technology https://id.nlm.nih.gov/mesh/D018961 Technologie éducative. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational technology fast Web-based instruction fast |
| topic_facet | Web-based instruction. Educational technology. Educational Technology Technologie éducative. EDUCATION Administration General. EDUCATION Organizations & Institutions. Educational technology Web-based instruction |
| url | https://www.sciencedirect.com/science/book/9780081005989 https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1144636 |
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