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KENDAL SUMLER

Information Literacy Competency Standards for Higher Education | Association of College... - 0 views

www.ala.org/...informationliteracycompetency

INFORMATION LITERACY

shared by KENDAL SUMLER on 19 Jan 13 - No Cached
  • About ACRL Advocacy & Issues Awards & Scholarships Conferences & Continuing Education Consulting Services Get Involved with ACRL Guidelines & Standards Membership News & Press Center Online Learning Professional Tools Publications Working with ACRL Share this page: Share on Facebook Share on Twitter Share on StumbleUpon Share on Reddit Share on Digg Share on LinkedIn Share on FriendFeed More Options  Send via email  Print  Cite Information Literacy Competency Standards for Higher Education These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). A  PDF of this document is available. Print copies may be purchased from the Association of College and Research Libraries for $25.00 for a package of 25, including standard postage. Expedited shipping is available for an additional charge. Orders (along with check or money order made payable to Association of College and Research Libraries) should be sent to:
    • KENDAL SUMLER
      KENDAL SUMLER on 19 Jan 13
       
      A MUST READ ON INFORMATION LITERACY VERY INFORMATIVE
  • Information
    • KENDAL SUMLER
      KENDAL SUMLER on 19 Jan 13
       
      START HERE
  • nformation Literacy and Information Technology
  • ...1 more annotation...
  • Information
    • KENDAL SUMLER
      KENDAL SUMLER on 19 Jan 13
       
      READ
  • KENDAL SUMLER on 19 Jan 13
     
    " About ACRL Advocacy & Issues Awards & Scholarships Conferences & Continuing Education Consulting Services Get Involved with ACRL Guidelines & Standards Membership News & Press Center Online Learning Professional Tools Publications Working with ACRL Share this page: Share on Facebook Share on Twitter Share on StumbleUpon Share on Reddit Share on Digg Share on LinkedIn Share on FriendFeed More Options Send via email Print Cite Information Literacy Competency Standards for Higher Education These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). A PDF of this document is available. Print copies may be purchased from the Association of College and Research Libraries for $25.00 for a package of 25, including standard postage. Expedited shipping is available for an additional charge. Orders (along with check or money order made payable to Association of College and Research Libraries) should be sent to: Association of College and Research Libraries Attn: Standards Fulfillment 50 East Huron Street Chicago, IL 60611 To order, call 312-280-2523, or email acrl@ala.org. Introduction Information Literacy Defined Information Literacy and Information Technology Information Literacy and Higher Education Information Literacy and Pedagogy Use of the Standards Information Literacy and Assessment Standards, Performance Indicators, and Outcomes Standards for Proficiencies for Instruction Librarians and Coordinators: A Practical Guide Information Literacy Defined Information literacy is a set of abilities requiring individuals
marquita Portis

EBSCOhost: Result List: internet collaboration - 0 views

web.ebscohost.com.oclc.fullsail.edu/...resultsadvanced

entertainment

shared by marquita Portis on 18 Feb 13 - No Cached
    • marquita Portis
      marquita Portis on 18 Feb 13
       
      The collaborative power of Web 2.0 and the pervasiveness of the Digital World into all walks of life have increased the urgency for advancements in this area in order to capitalize on the rapid uptake of collaborative technology. How the revelation of core concepts, time, space, virtuality and trust, affects new participants in online collaboration is explored. There is also discussion on the impact of participant identity which requires a 'persona' to act as a lens in collaboration and how this leads to an 'anonymity paradox'. The dynamic nature of virtual collaborative projects is also considered; in particular the impact on group leaders. The paper concludes that in order to unlock the power of online collaboration it is necessary to change focus from current solutions aimed at symptoms such as 'rules and guidelines' towards solutions addressing the underlying conceptual causes which result from the Internet's virtual nature. Addressing these issues has the potential to profoundly change our thinking and will be beneficial to organizations and communities. 
  • This study aims to investigate students’ perceptions of three aspects of learning – collaboration, self-regulated learning (SRL), and information seeking (IS) in both Internet-based and traditional face-to-face learning contexts. A multi-dimensional questionnaire was designed to evaluate each aspect in terms of perceived capability, experience, and interest. The analyses explore (1) potential differences of students’ perceptions between Internet-based and face-to-face learning environments and (2) potential differences in the three aspects in relation to learners’ attributes and the use of the Internet and enrollment in online courses. This study surveyed students in a higher education institute who had had experiences with Internet-based and face-to-face learning. The results showed that students perceived higher levels of collaboration
    • marquita Portis
      marquita Portis on 18 Feb 13
       
      This study aims to investigate students' perceptions of three aspects of learning - collaboration, self-regulated learning (SRL), and information seeking (IS) in both Internet-based and traditional face-to-face learning contexts. A multi-dimensional questionnaire was designed to evaluate each aspect in terms of perceived capability, experience, and interest. The analyses explore (1) potential differences of students' perceptions between Internet-based and face-to-face learning environments and (2) potential differences in the three aspects in relation to learners' attributes and the use of the Internet and enrollment in online courses. This study surveyed students in a higher education institute who had had experiences with Internet-based and face-to-face learning. The results showed that students perceived higher levels of collaboration
  • ...2 more annotations...
    • marquita Portis
      marquita Portis on 18 Feb 13
       
      The collaborative power of Web 2.0 and the pervasiveness of the Digital World into all walks of life have increased the urgency for advancements in this area in order to capitalize on the rapid uptake of collaborative technology. How the revelation of core concepts, time, space, virtuality and trust, affects new participants in online collaboration is explored. There is also discussion on the impact of participant identity which requires a 'persona' to act as a lens in collaboration and how this leads to an 'anonymity paradox'. The dynamic nature of virtual collaborative projects is also considered; in particular the impact on group leaders. The paper concludes that in order to unlock the power of online collaboration it is necessary to change focus from current solutions aimed at symptoms such as 'rules and guidelines' towards solutions addressing the underlying conceptual causes which result from the Internet's virtual nature. Addressing these issues has the potential to profoundly change our thinking and will be beneficial to organizations and comunities.
  • The collaborative power of Web 2.0 and the pervasiveness of the Digital World into all walks of life have increased the urgency for advancements in this area in order to capitalize on the rapid uptake of collaborative technology. How the revelation of core concepts, time, space, virtuality and trust, affects new participants in online collaboration is explored. There is also discussion on the impact of participant identity which requires a 'persona' to act as a lens in collaboration and how this leads to an 'anonymity paradox'. The dynamic nature of virtual collaborative projects is also considered; in particular the impact on group leaders. The paper concludes that in order to unlock the power of online collaboration it is necessary to change focus from current solutions aimed at symptoms such as 'rules and guidelines' towards solutions addressing the underlying conceptual causes which result from the Internet's virtual nature. Addressing these issues has the potential to profoundly change our thinking and will be beneficial to organizations and communities
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