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The amount and range of information available to today's
students-and indeed to all learners-is unprecedented. If the
characteristics of "the information age" demand new conceptions of
commerce, national security, and publishing-among other things-it
is logical to assume that they carry implications for education as
well. Little has been written, however, about how the specific
affordances of these technologies-and the kinds of information they
allow students to access and create-relate to the central purpose
of education: learning. What does "learning" mean in an
information-rich environment? What are its characteristics? What
kinds of tasks should it involve? What concepts, strategies,
attitudes, and skills do educators and students need to master if
they are to learn effectively and efficiently in such an
environment? How can researchers, theorists, and practitioners
foster the well-founded and widespread development of such key
elements of the learning process? This second edition continues
these discussions and suggests some tentative answers. Drawing
primarily from research and theory in three distinct but related
fields-learning theory, instructional systems design, and
information studies-it presents a way to think about learning that
responds directly to the actualities of a world brimming with
information. The second edition also includes insights from digital
and critical literacies and provides a combination of an updated
research-and-theory base and a collection of instructional
scenarios for helping teachers and librarians implement each step
of the I-LEARN model. The book could be used in courses in teacher
preparation, academic-librarian preparation, and school-librarian
preparation.
The amount and range of information available to today's
students-and indeed to all learners-is unprecedented. If the
characteristics of "the information age" demand new conceptions of
commerce, national security, and publishing-among other things-it
is logical to assume that they carry implications for education as
well. Little has been written, however, about how the specific
affordances of these technologies-and the kinds of information they
allow students to access and create-relate to the central purpose
of education: learning. What does "learning" mean in an
information-rich environment? What are its characteristics? What
kinds of tasks should it involve? What concepts, strategies,
attitudes, and skills do educators and students need to master if
they are to learn effectively and efficiently in such an
environment? How can researchers, theorists, and practitioners
foster the well-founded and widespread development of such key
elements of the learning process? This second edition continues
these discussions and suggests some tentative answers. Drawing
primarily from research and theory in three distinct but related
fields-learning theory, instructional systems design, and
information studies-it presents a way to think about learning that
responds directly to the actualities of a world brimming with
information. The second edition also includes insights from digital
and critical literacies and provides a combination of an updated
research-and-theory base and a collection of instructional
scenarios for helping teachers and librarians implement each step
of the I-LEARN model. The book could be used in courses in teacher
preparation, academic-librarian preparation, and school-librarian
preparation.
Since its initial publication this text has served as an essential
resource for both LIS students and practitioners. Journal of
Hospital Librarianship deemed it ‘a librarian’s dream… very
forward-thinking.’ The new fourth edition offers an updated,
comprehensive examination of the myriad of basic skills effective
library managers must exercise throughout their careers.
Throughout, the authors pay close attention to management in ‘new
normal’ straitened economic conditions and the pervasive impact
of technology on a library manager’s role. This book, to quote
Australian Library Journal, is ‘a recommended text for library
science students, but is also an excellent source of information
for career librarians wanting to refresh their knowledge of library
management in a fastmoving information services environment.’
Ideal for practitioners looking to advance their careers and for
use in LIS programs, this "comprehensive overview" (Journal of
Access Services) has been thoroughly revised and updated to provide
a timely exploration of the characteristics of academic
librarianship and its place in the ever-changing environment of
higher education. Evans and new coauthor Greenwell guide readers
towards understanding what is required to have a successful career
in academic librarianship, explaining why academic libraries are
distinct from other types of libraries and lending practical
insight into their unique political and operational
characteristics. The text offers comprehensive coverage of such key
issues as: teaching faculty roles and the status of the academic
librarian; governance and the growing tension on some campuses
between faculty and administration; curriculum, with a discussion
of the balance between general education requirements and applied
courses; the student body; collections, data management,
digitization, and metadata; scholarly communication, plus
alternative models such as open educational resources (OERs);
providing quality service, and the role of user experience (UX) in
assessment; ACRL's Information Literacy Framework; funding,
including how and where to find detailed higher education
expenditure data; classrooms, common learning spaces, and other
facilities; staffing and professional development; technology and
IT support; career development, with advice on preparing a vita and
undergoing a successful interview; and the future of academic
librarianship. This updated edition enables readers to understand
how academic libraries deliver information, offer services, and
provide learning spaces in new ways to better meet the needs of
today's students, faculty, and other communities of academic
library users.
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