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An exploration of information literacy and ICT skills education
from the point of view of social and political theory. The author
incorporates theories to argue why the idea of information literacy
is so important in the 21st century, and also to develop teaching
strategies to this end. The book argues that only through expanding
the range of information literacy education taking it beyond just
formal school and university education and into homes, friendship
networks and workplaces can we construct an effective educational
response to information technology in the 21st century. Information
literacy includes, but transcends, ICT skills and ultimately is
about being politically, socially and communicatively competent in
an information society.
Although this is a book about education, it argues that we need to
start thinking of education as something done by families, friends,
workmates and society as a whole, as well as schools and
collegesEach chapter introduces the readers to some social and
political theory, but in ways accessible to a lay audienceTo
complement each section, think tasks and practical exercises will
help the readers apply the insights in their personal contexts "
Banks have been at the heart of economic activity for centuries,
but since the 2008 financial crisis scrutiny of their activities
and regulation of their actions has become the focus of fervent
academic, policy and political activity. This focus takes for
granted the existence and nature of banks. In Regulating Banks,
Andrew Whitworth looks one stage deeper to question what a bank
really is, and what the implications of that are. He argues that
the institutional form of a bank represents the political
compromise of a specific time and place - and can therefore change.
This has implications for financial stability. Far from creating
stability, he argues, the regulatory impulse of policy-makers
inevitably leads to greater financial instability. Whitworth
examines the postwar period of UK banking to show how regulation
influences the nature of banks as much as their behaviour.
Regulation, by changing the nature of what is regulated, encourages
banks and other actors over time to alter their behaviour, which
leads to future boom and bust cycles. These cycles then require
further regulation to rein in the disruption their new pattern of
behaviour inevitably instigates. Regulating Banks reveals the
cyclical nature of banking regulation, the inherent mismatch
between political impulses and market reactions, and the price
banks, banking and society pay for such instability.
What would a synthetic theory of Digital, Media and Information
Literacy (DMIL) look like? Radical Information Literacy presents,
for the first time, a theory of DMIL that synthesises the diversity
of perspectives and positions on DMIL, both in the classroom and
the workplace, and within the informal learning processes of
society. This title is based on original analysis of how decisions
are made about the relevance of information and the other resources
used in learning, showing how society has privileged objective
approaches (used in rule-based decision making) to the detriment of
subjective and intersubjective perspectives which promote
individual and community contexts. The book goes on to analyse the
academic and popular DMIL literature, showing how the field may
have been, consciously or unwittingly, complicit in the
objectification of learning and the disempowerment of individuals
and communities. Alternative ways of conceiving the subject are
then presented, towards a reversal of these trends.
Synthesises key theorists of digital, media and information
literacy and information behaviourIncludes the field of community
informatics Conducts a bibliometric analysis of a broad spectrum of
writings on digital, media and information literacy, analysing the
connections between them and the frames of DMIL within which they
are located"
Mapping Information Landscapes presents the first in-depth study of
the educational implications of the idea of information literacy as
‘the capacity to map and navigate an information landscape’.
Written by a leading researcher in the field, it investigates how
teachers and learners can use mapping in developing their ability
to make informed judgements about information, in specific places
and times. Central to the argument is the notion that the
geographical and information landscapes are indivisible, and the
techniques we use to navigate each are essentially the same. The
book presents a history of mapping as a means of representing the
world, ranging from the work of medieval mapmakers to the 21st
century. Concept and mind mapping are explored, and finally, the
notion of discursive mapping: the dialogic process, regardless of
whether a graphical map is an outcome. The theoretical framework of
the book weaves together the work of authors including Annemaree
Lloyd, Christine Bruce, practice theorists such as Theodore
Schatzki and the critical geography of David Harvey, an author
whose work has not previously been applied to the study of
information literacy. The book concludes that keeping information
landscapes sustainable and navigable requires attention to how
equipment is used to map and organise those landscapes. How we
collectively think about and solve problems in the present time
inscribes maps and positions them as resources in whatever
landscapes we will draw on in the future. Information literacy
educators, whether in libraries, other HE courses, high schools or
the workplace, will benefit by learning about how mapping –
implicitly and explicitly – can be used as a method of teaching
IL. The book will also be useful reading for academics and
researchers of information literacy and students of library and
information science.
A volume in Perspectives in Instructional Technology and Distance
Education Series Editors: Charles Schlosser and Michael Simonson
Nova Southeastern University The e-learning research literature is
characterized by studies that investigate the practice of teaching
and learning online (pedagogy) and those that investigate the
planning and administrative functions associated with e-learning
delivery (management). This edited volume directs attention to
pedagogy and management as it relates to the primary e-learning
delivery mechanism, the course management system (CMS).
Specifically, the research presented in this collection deals with
a range of themes relevant to the selection, implementation, use
and evaluation of course management systems in higher education.
The primary audience for this book includes instructors and
students in instructional and educational technology programs. The
book could easily be used as a text in a distance or online
learning course. The secondary audience includes instructors and
students in higher education programs and e-learning practitioners
and administrators. The book is timely because of the growing
presence and influence of course management systems on teaching and
learning in higher education.
A volume in Perspectives in Instructional Technology and Distance
Education Series Editors: Charles Schlosser and Michael Simonson
Nova Southeastern University The e-learning research literature is
characterized by studies that investigate the practice of teaching
and learning online (pedagogy) and those that investigate the
planning and administrative functions associated with e-learning
delivery (management). This edited volume directs attention to
pedagogy and management as it relates to the primary e-learning
delivery mechanism, the course management system (CMS).
Specifically, the research presented in this collection deals with
a range of themes relevant to the selection, implementation, use
and evaluation of course management systems in higher education.
The primary audience for this book includes instructors and
students in instructional and educational technology programs. The
book could easily be used as a text in a distance or online
learning course. The secondary audience includes instructors and
students in higher education programs and e-learning practitioners
and administrators. The book is timely because of the growing
presence and influence of course management systems on teaching and
learning in higher education.
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