IMPACT learning : librarians at the forefront of change in higher education / Clarence Maybee.
IMPACT Learning: Librarians at the Forefront of Change in Higher Education describes how academic libraries can enable the success of higher education students by creating or partnering with teaching and learning initiatives that support meaningful learning through engagement with information. Since...
Saved in:
| Online Access: |
Full Text (via ScienceDirect) |
|---|---|
| Main Author: | |
| Format: | eBook |
| Language: | English |
| Published: |
Cambridge, MA :
Chandos Publishing, an imprint of Elsevier,
[2018]
|
| Series: | Chandos information professional series.
|
| Subjects: |
MARC
| LEADER | 00000cam a2200000xi 4500 | ||
|---|---|---|---|
| 001 | b10028826 | ||
| 003 | CoU | ||
| 005 | 20220218052922.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 180215s2018 mau ob 001 0 eng d | ||
| 019 | |a 1023607422 |a 1229555461 | ||
| 020 | |a 9780081021033 |q (electronic bk.) | ||
| 020 | |a 0081021038 |q (electronic bk.) | ||
| 020 | |a 0081020775 | ||
| 020 | |a 9780081020777 | ||
| 020 | |z 9780081020777 | ||
| 035 | |a (OCoLC)scd1023424728 | ||
| 035 | |a (OCoLC)1023424728 |z (OCoLC)1023607422 |z (OCoLC)1229555461 | ||
| 037 | |a scd9780081020777 | ||
| 040 | |a N$T |b eng |e rda |e pn |c N$T |d EBLCP |d N$T |d OPELS |d STF |d NLE |d OCLCF |d SNK |d YDX |d IDB |d INT |d AU@ |d CEF |d OCLCQ |d U3W |d LVT |d OCLCQ |d CQ$ |d UKMGB |d OCLCQ |d S2H |d OCLCO |d OCLCQ | ||
| 049 | |a GWRE | ||
| 050 | 4 | |a Z682.4.C63 | |
| 100 | 1 | |a Maybee, Clarence, |e author. |0 http://id.loc.gov/authorities/names/no2018030290. | |
| 245 | 1 | 0 | |a IMPACT learning : |b librarians at the forefront of change in higher education / |c Clarence Maybee. |
| 264 | 1 | |a Cambridge, MA : |b Chandos Publishing, an imprint of Elsevier, |c [2018] | |
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 490 | 1 | |a Chandos information professional series. | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Machine generated contents note: pt. 1 Fostering Learning Through Librarianship -- 1. Introduction -- 1.1. Purpose of this Book -- 1.2. Structure of the Book -- References -- 2. From Information Literacy to Informed Learning -- 2.1. Introduction -- 2.2. The Burgeoning of Information Literacy -- 2.3. An Abundance of New Ideas About Information Literacy -- 2.4. Rethinking Information Literacy in Higher Education -- 2.5. Conclusion -- References -- 3. Effecting Change Through Teaching and Learning Initiatives -- 3.1. Introduction -- 3.2. Collaborating for Informed Learning -- 3.3. Influencing College and University Courses -- 3.4. Challenges to Informed Learning Collaborations (and How to Overcome Them) -- 3.5. Conclusion -- References -- pt. 2 Course Development at Purdue: A Case for Fostering Learning Through Information Literacy -- 4. Purdue Libraries' Involvement in IMPACT -- 4.1. Introduction -- 4.2. Creation of the IMPACT Program -- 4.3. The IMPACT Partnership -- 4.4. Why the Libraries? | |
| 505 | 0 | |a Note continued: 4.5. The IMPACT Model -- 4.6. Day-to-Day in IMPACT -- 4.7. Conclusion -- References -- 5. Librarians as Coaches -- 5.1. Introduction -- 5.2. Characteristics of Quality Coaching -- 5.3. The Common Ground of Instructional Design -- 5.4.A Shared Language of Learning -- 5.5. Conclusion -- References -- 6. Higher Education Teachers' Views of Information Literacy -- 6.1. Introduction -- 6.2. Teachers Views of Information Literacy -- 6.3. Teachers Views of Information Literacy in the Active Learning Classroom -- 6.4. Understanding Partners to Build Partnerships -- 6.5. Conclusion -- References -- 7. Information Literacy in IMPACT Courses -- 7.1. Introduction -- 7.2. IMPACT Vignettes -- 7.3. New Project: Information Literacy, Motivation, and Learning Gains -- 7.4. Conclusion -- References -- 8. Using Theories From IMPACT to Create Informed Learning Tools -- 8.1. Introduction -- 8.2. Self-Determination Theory and IMPACT -- 8.3. Motivating Informed Learners. | |
| 505 | 0 | |a Note continued: 8.4. Backward Design and IMPACT -- 8.5. Informed Learning Design -- 8.6. Conclusion -- References -- 9. Lessons Learned in IMPACT -- 9.1. Introduction -- 9.2. Don't Engage in Unproductive Advocacy -- 9.3. Focus on the Challenges Faced by Teachers -- 9.4. Negotiate Views of Information Literacy -- 9.5. Reflections on Lessons Learned -- 9.6. Conclusion -- References -- pt. 3 Reenvisioning Information Literacy Education -- 10. Three Essentials for Integrating Information Literacy -- 10.1. Introduction -- 10.2. Focus on Student Learning -- 10.3. Find the Conversation -- 10.4. Consulting Approaches that Focus on Creating Shared Goals -- 10.5. Conclusion -- References -- 11. Developing Librarians to Support Learning Initiatives -- 11.1. Introduction -- 11.2. Required Knowledge and Abilities -- 11.3. Development Gaps -- 11.4. Existing Opportunities for Development -- 11.5. Conclusion -- References -- 12. The Way Forward -- 12.1. Introduction. | |
| 505 | 0 | |a Note continued: 12.2. Informed Learning and Higher Education -- 12.3. Informed Learning Design -- 12.4. Informed Learning Research -- 12.5. Final Thoughts -- References. | |
| 520 | |a IMPACT Learning: Librarians at the Forefront of Change in Higher Education describes how academic libraries can enable the success of higher education students by creating or partnering with teaching and learning initiatives that support meaningful learning through engagement with information. Since the 1970s, the academic library community has been advocating and developing programming for information literacy. This book discusses existing models, extracting lessons from Purdue University Libraries' partnership with other units to create a campus-wide course development program, Instruction Matters: Purdue Academic Course Transformation (IMPACT), which provides academic libraries with tools and strategies for working with faculty and departments to integrate information literacy into disciplinary courses. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed February 19, 2018) | |
| 650 | 0 | |a Academic librarians. |0 http://id.loc.gov/authorities/subjects/sh85028309. | |
| 650 | 0 | |a Librarians |x Education (Higher) | |
| 650 | 7 | |a Academic librarians. |2 fast |0 (OCoLC)fst00794993. | |
| 776 | 0 | 8 | |i Print version : |z 9780081020777. |
| 830 | 0 | |a Chandos information professional series. |0 http://id.loc.gov/authorities/names/no2003116571. | |
| 856 | 4 | 0 | |u https://colorado.idm.oclc.org/login?url=https://www.sciencedirect.com/science/book/9780081020777 |z Full Text (via ScienceDirect) |
| 907 | |a .b100288261 |b 03-01-22 |c 03-07-18 | ||
| 998 | |a web |b 02-28-22 |c b |d b |e - |f eng |g mau |h 0 |i 1 | ||
| 907 | |a .b100288261 |b 02-28-22 |c 03-07-18 | ||
| 944 | |a MARS - RDA ENRICHED | ||
| 915 | |a - | ||
| 956 | |a ScienceDirect ebooks | ||
| 956 | |b ScienceDirect All Books | ||
| 999 | f | f | |i 52fcabcb-aaa1-52c0-bfb8-7d829f748e2d |s 41b25e60-ee08-5f79-9ab8-b0004cf524f4 |
| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e Z682.4.C63 |h Library of Congress classification |i web |n 1 |