Information Literacy in Learning Spaces: A Holistic and Integrative Approach

2013 ◽  
pp. 295-301
Author(s):  
Christine Gläser
Keyword(s):  
Information Literacy ◽  
Integrative Approach ◽  
Learning Spaces

scholarly journals The role of the teacher librarian in the bookless library: information literacy and resource creation

2021 ◽  
Author(s):  
James E. Herring
Keyword(s):  
Information Literacy ◽  
Delphi Study ◽  
School Library ◽  
Learning Spaces ◽  
Modified Delphi ◽  
Learning Commons ◽  
Advanced Technologies ◽  
Printed Books ◽  
Resource Creation

This modified Delphi study examined the views of the leaders of Australia’s teacher librarian associations on the bookless school library i.e. a library with no printed books or other printed material. Interviews were used to gather data on the participants’ views of what a bookless school library might look like, and what the role of the teacher librarian would be in relation to information literacy and resource creation. Results showed that a bookless school library would contain flexible learning spaces and be a learning commons in the school, which made use of a range of advanced technologies, including interactive walls. The roles of the teacher librarian as information literacy leader and as resource creator would be more important than today.

A Learner-Centered Design Framework for E-Learning

2014 ◽  
Vol 4 (4) ◽  
pp. 44-59 ◽  
Author(s):  
Wendy Fasso ◽  
Cecily Knight ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Integrative Approach ◽  
Design Framework ◽  
Learning Spaces ◽  
Design Based Research ◽  
Personal Learning ◽  
Learner Performance ◽  
Learner Centered ◽  
Learning Domains ◽  
E Learning

This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate attributes and general capabilities of students are able to be intentionally supported and demonstrated. The proposed framework draws on recognized theory, principles, and practical considerations of contemporary online learning to clarify considerations of the learning outcomes, learning processes and learner performance when designing online learning that is mediated by education technology. This integrative approach will support mentored, reflective learning design and design-based research aimed at improving both the experience and outcomes of online students. The paper contends that this framework presents a useful design that reflects the nature of contemporary online learning environments.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

An integrative approach to the interaction of nature and nurture.

PsycCRITIQUES ◽  
2000 ◽  
Vol 45 (3) ◽  
Author(s):  
Thomas R. Zentall
Keyword(s):  
Integrative Approach ◽  
Nature And Nurture

An Integrative Approach to Marital Therapy

1984 ◽  
Vol 29 (1) ◽  
pp. 6-8
Author(s):  
Gayla Margolin
Keyword(s):  
Marital Therapy ◽  
Integrative Approach

Review of Health Psychology and Public Health: An Integrative Approach.

1990 ◽  
Vol 35 (5) ◽  
pp. 507-507
Author(s):  
No authorship indicated
Keyword(s):  
Public Health ◽  
Health Psychology ◽  
Integrative Approach
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