Everyone Can Be an Advanced Learner with Information Literacy


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ANDRETTA, Susie, 2008. Everyone Can Be an Advanced Learner with Information Literacy. In: KOHL-FREY, Oliver, ed., Bernd SCHMID-RUHE, ed.. Advanced Users : Information Literacy and Customized Services, pp. 9-23

@inproceedings{Andretta2008Every-4361, title={Everyone Can Be an Advanced Learner with Information Literacy}, year={2008}, booktitle={Advanced Users : Information Literacy and Customized Services}, pages={9--23}, editor={Kohl-Frey, Oliver and Schmid-Ruhe, Bernd}, author={Andretta, Susie} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/4361"> <dcterms:abstract xml:lang="eng">Elevating learners to an advanced level of information practice is an ambitious target which is explored in this paper from the perspective of the Information Literacy educator. Overall this paper proposes that the Relational frame of Information Literacy can help us achieve such an ambitious goal through the following strategies: start with the learner-information relationship and develop a customised learning profile for each learner; make learners create rather than just find information to encourage ownership of learning; facilitate reflection on information practice through the evaluation of the outcome of learning. The aggregate impact of these strategies is a qualitative change in the learners awareness of information, enhancing their attitude towards learning and their overall perception of the world (Andretta, in press). This is contrasted with Information Literacy perceived solely as the development of information skills and knowledge of the information environment which dominates educational policy at national level (Andretta, 2005a; Andretta, 2005b), and determines learning and teaching strategies within the HE sector, where skills and knowledge are preferred because they are more easily measured (Andretta, 2006a). It is the contention of this paper that the Information Literacy community needs to consider issues of facilitating (rather than teaching) Information Literacy and address the challenge of assessing the emancipation of learners generated by the Relational approach (Andretta, 2007b). The ultimate aim of this paper is to demonstrate how the conceptual framework proposed by the Relational approach can be applied effectively at different levels of provision, giving any learner the opportunity to be an advanced learner.</dcterms:abstract> <dc:format>application/pdf</dc:format> <dc:contributor>Andretta, Susie</dc:contributor> <dcterms:bibliographicCitation>Also publ. in: Advanced Users: Information Literacy and Customized Services / Oliver Kohl-Frey, Bernd Schmid-Ruhe (Eds.). Konstanz 2008, pp. 9-23</dcterms:bibliographicCitation> <dc:creator>Andretta, Susie</dc:creator> <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/4361"/> <dc:language>eng</dc:language> <dcterms:issued>2008</dcterms:issued> <dcterms:rights rdf:resource="https://creativecommons.org/licenses/by-nc-nd/2.0/legalcode"/> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-24T10:19:07Z</dc:date> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2011-03-24T10:19:07Z</dcterms:available> <dc:rights>deposit-license</dc:rights> <dcterms:title>Everyone Can Be an Advanced Learner with Information Literacy</dcterms:title> </rdf:Description> </rdf:RDF>

Dateiabrufe seit 01.10.2014 (Informationen über die Zugriffsstatistik)

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