Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
Student Teachers’ Perceptions of an Inclusive Future Kapitel lesen Erstes Kapitel lesen

2016 | OriginalPaper | Buchkapitel

Toward a Theory of Information Literacy: Information Science Meets Instructional Systems Design

verfasst von : Delia Neuman

Erschienen in: Information Literacy: Key to an Inclusive Society

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This paper addresses the need for a comprehensive theory of information literacy by beginning to lay the groundwork for a theory that encompasses the use of information as well as its location and evaluation. First—drawing on research and theory from two fields grounded in complementary understandings of “information”—the theory posits that information literacy and learning are strongly related because information itself is the basic building block for human learning. Second, the paper discusses the importance of knowing how the characteristics of different information formats—visual, multisensory, and digital—can be used to support different kinds of learning. The paper concludes by arguing that students and others must understand these characteristics in order to be truly information literate—that is, to use information effectively to engage in deep and meaningful learning in the information-rich environment of the 21st century.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Academic Policy Reflections of Student’s Reading Behavior Study in ULSIT
Nächstes Kapitel Open Science and the Research Information Literacy Framework
Literatur
1.
Johnston, B., Webber, S.: As we may think: information literacy as a discipline for the information age. Res. Strat. 20(3), 108–121 (2006)CrossRef
2.
3.
Wilson, T.D.: Models of information behavior research. J. Doc. 55, 249–270 (1999)CrossRef
4.
Wilson, T.D.: On user studies and information needs. J. Doc. 37, 3–15 (1981)CrossRef
5.
Neuman, D.: I-LEARN: information literacy for learners. In: Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Špiranec, S. (eds.) ECIL 2013. CCIS, vol. 397, pp. 111–117. Springer, Heidelberg (2013). doi:10.​1007/​978-3-319-03919-0_​13 CrossRef
6.
Neuman, D.: Constructing knowledge in the 21st century: I-LEARN and using information as a tool for learning. School Libr. Med. Res. 14 (2011)
7.
Neuman, D.: Learning in Information-rich Environments: I-LEARN and the Construction of Knowledge in the 21st Century. Springer, New York (2011)CrossRef
8.
Neuman, D.: Learning and the digital library. Libr. Trends 45(4), 687–707 (1997)
9.
Neuman, D.: Learning in an information-rich environment: preliminary results. Paper presented at the Annual Conference of the Association for Educational Communications and Technology, Dallas, TX (2002)
10.
Eisenberg, M.B., Berkowitz, R.E.: Information Problem Solving: The Big Six Approach to Library and Information Skills Instruction. Ablex, Norwood (1990)
11.
Kuhlthau, C.C., Maniotes, L.K., Caspari, A.K.: Guided Inquiry: Learning in the 21st Century. Libraries Unlimited, Santa Barbara (2007)
12.
Buckland, M.: Information and Information Systems. Praeger, New York (1991)
13.
Marchionini, G.: Information Seeking in Electronic Environments. Cambridge University Press, Cambridge (1995)CrossRef
14.
Merrill, M.D.: Instructional transaction theory: instructional design based on knowledge objects. In: Reigeluth, C.M. (ed.) Instructional Design -Theories and Models. Vol. II: A New Paradigm of Instructional Theory, pp. 397–424. Lawrence Erlbaum Associates, Mahwah (1999)
15.
Merrill, M.D.: Component display theory. In: Reigeluth, C.M. (ed.) Instructional Design -Theories and Models, pp. 279–333. Lawrence Erlbaum Associates, Mahwah (1983)
16.
Gagne, R.M.: The Conditions of Learning, 3rd edn. Holt, Rinehart, and Winston, New York (1985)
17.
Gagne, R.M.: The Conditions of Learning. Holt, Rinehart, and Winston, New York (1965)
18.
Norman, D.: The Design of Everyday Things. Revised and Expanded. Basic Books, New York (2013)
19.
Smaldino, S.E., Lowther, D.L., Russell, J.D.: Instructional Technology and Media for Learning, 9th edn. Pearson Prentice Hall, Upper Saddle River (2008)
20.
Salomon, G.: Interaction of Meaning, Cognition, and Learning: An Exploration of How Symbolic Forms Cultivate Mental Skills and Affect Knowledge Acquisition. Jossey-Bass, San Francisco (1979)
21.
Kozma, R.B.: Learning with media. Rev. Educ. Res. 61, 179–211 (1991)CrossRef
22.
Jonassen, D.H.: Handbook of Research on Educational Communications and Technology, 2nd edn. Lawrence Erlbaum, Mahwah (2004)
23.
Jonassen, D.H.: Handbook of Research on Educational Communications and Technology. Lawrence Erlbaum, Mahwah (1996)
24.
Spector, M.J., Merrill, M.D., Elen, J., Bishop, M.J.: Handbook of Research on Educational Communications and Technology, 4th edn. Springer, New York (2013)
25.
Spector, M.J., Merrill, M.D., van Merrienboer, J., Driscoll, M.P.: Handbook of Research on Educational Communications and Technology, 3rd edn. Lawrence Erlbaum, Mahwah (2008)
26.
Greenwell, S.: Using the I-LEARN model for information literacy instruction. J. Inf. Literacy 10(1), 67–85 (2016)CrossRef
27.
Greenwell, S.: Using the I-LEARN model to design information literacy ınstruction. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds.) ECIL 2014. CCIS, vol. 492, pp. 400–406. Springer, Heidelberg (2014). doi:10.​1007/​978-3-319-14136-7_​42
28.
Lee, V.J., Grant, A.G., Neuman, D., Tecce DeCarlo, M.J.: A Collaborative I-LEARN Project with Kindergarten and Second-grade Teachers and Students at a University-assisted School, Urban Education (2016)
29.
Neuman, D., Grant, A., Lee, V., Tecce DeCarlo, M.J.: Information literacy in a high-poverty urban school: an I-LEARN project. Sch. Libr. Worldwide 21(1), 38–53 (2015)
30.
Neuman, D., Lee, V.J., Tecce DeCarlo, M.J., Grant, A.: Implementing I-LEARN in a high-poverty urban school. In: Hughes-Hassell, S., Bracy, P., Rawson, C. (eds.) Libraries, Literacy, and African-American Youth: Research & Practice. Libraries Unlimited, Santa Barbara (2016)
31.
DeCarlo, M.J.T., Grant, A., Lee, Vera, J., Neuman, D.: I-LEARN: helping young children become information literate. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds.) ECIL 2014. CCIS, vol. 492, pp. 243–252. Springer, Heidelberg (2014). doi:10.​1007/​978-3-319-14136-7_​26
Metadaten
Titel
Toward a Theory of Information Literacy: Information Science Meets Instructional Systems Design
verfasst von
Delia Neuman
Copyright-Jahr
2016
Buch
Information Literacy: Key to an Inclusive Society

Print ISBN: 978-3-319-52161-9

Electronic ISBN: 978-3-319-52162-6

Copyright-Jahr: 2016

DOI
https://doi.org/10.1007/978-3-319-52162-6_26