Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach

2014 ◽  
pp. 15-30 ◽  
Author(s):  
Sheila Webber ◽  
Bill Johnston
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Literacy ◽  
21St Century ◽  
Learning Approach

A GAME-BASED, ACTIVE LEARNING APPROACH FOR BUILDING 21ST CENTURY SKILLS IN ENGINEERING AND ECONOMICS HIGHER EDUCATION

2020 ◽  
Author(s):  
Hariklia Tsalapatas ◽  
Olivier Heidmann ◽  
Constantinos Katsimentes ◽  
Spiridon Panagiotopoulos ◽  
Christina Taka ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Learning Approach

Lifelong Learning in the 21st Century

2009 ◽  
pp. 367-379
Author(s):  
Kathleen P. King ◽  
Sharon R. Sanquist ◽  
Seamus King
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
21St Century ◽  
College Preparation ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Literacy Collaborative ◽  
K 12

Learning in the 21st century no longer ends with K-12 and college preparation. Instead, for those adults who will succeed in negotiating the demands of the 21st century, it must continue across their lifetime. More than merely a focus on lifelong learning, however, this chapter illuminates the specific needs and skills of lifelong learning integrated with life and work in the 21st century. The discussion of modern skills includes scope, definitions, issues and trends, current and emerging practices, recommended strategies, and a glimpse of the future. The cornerstones of this discussion include approaches to learning such as lifelong learning, self-directed learning, 21st learning skills, information literacy, collaborative, situated, and problem based learning.

scholarly journals Transforming theory into practice: Creating student-centered instructional activities rooted in the Framework

2021 ◽  
Vol 82 (3) ◽  
pp. 114
Author(s):  
Meghan Kowalski ◽  
Catherine Meals ◽  
Faith Rusk
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Literacy ◽  
District Of Columbia ◽  
Learning Activities ◽  
Library Instruction ◽  
Student Centered ◽  
Instructional Activities ◽  
Reference Librarians ◽  
The University

During summer 2019, the four reference librarians at the University of the District of Columbia (UDC), an HBCU in the nation’s capital, met weekly to review and discuss each part of the ACRL Framework for Information Literacy for Higher Education. With our student population in mind, we had two goals: establishing a team-wide shared analysis of each frame and developing a collection of student-centered active learning activities, rooted in the Framework’s concepts, that could be mixed and matched during one-shot and embedded library instruction. Prior to this project, the librarians were using a limited group of library instruction activities that were not necessarily related to the Framework. During the project, the librarians found the Framework to be highly theoretical, making it challenging to identify concrete learning activities. However, by deeply engaging with the Framework, it was possible to create student-centered instructional activities that were rooted in the theory, and we were able to expand our repertoire of activities used in library instruction. We were also able to provide faculty with firm examples of how library instruction engages their students in information literacy and lifelong learning.

scholarly journals Copyright Online Mini-Series: A Flipped Learning Approach to Disseminating Copyright Knowledge to Subject Liaison Librarians

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Sara Rachel Benson
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Digital Age ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
High Demand ◽  
Core Component ◽  
Research Libraries ◽  
Do So

In the digital age copyright literacy is in high demand. The Association of College and Research Libraries included copyright literacy as a core component of information literacy for higher education in its Framework for Information Literacy for Higher Education, which explicitly describes an “information has value” component, including copyright knowledge. However, even at an institution fortunate enough to have a copyright librarian, that one person cannot attend every single information-literacy session on campus that is presented in affiliation with the library. Thus the copyright librarian must form bridges to the rest of campus, and one of the best ways to do so is through collaboration with subject liaison librarians. So far this article has not revealed any groundbreaking revelations—librarians collaborate frequently to make the best use of the talents and resources available to them. What is more novel is the suggestion made herein for copyright librarians to adopt the flipped learning model; in particular, to facilitate liaison sessions.

Promoting Active and Meaningful Learning for Digital Learners

2018 ◽  
pp. 294-315 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Next Generation ◽  
Learning And Teaching ◽  
The Third ◽  
Systemic Transformation ◽  
Digital Learners ◽  
Collaborative Education ◽  
Quality Learning

This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It addresses the current need for open, innovative, and collaborative education. The first theme concerns the next generation of learners, and includes lifelong learning, ethics, inclusion, and modernization of higher education. The second theme focuses on 21st century skills and digital learners. The third theme examines the ways in which learners take the lead in and own their learning, including self-determined learning. The last theme considers models of quality learning for the next generation of learners, as well as learning, and teaching in unbundling scenarios. A model on systemic transformation through a smart framework is also presented.

Promoting Active and Meaningful Learning for Digital Learners

2021 ◽  
pp. 496-517
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Next Generation ◽  
Learning And Teaching ◽  
The Third ◽  
Systemic Transformation ◽  
Digital Learners ◽  
Collaborative Education ◽  
Quality Learning

This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It addresses the current need for open, innovative, and collaborative education. The first theme concerns the next generation of learners, and includes lifelong learning, ethics, inclusion, and modernization of higher education. The second theme focuses on 21st century skills and digital learners. The third theme examines the ways in which learners take the lead in and own their learning, including self-determined learning. The last theme considers models of quality learning for the next generation of learners, as well as learning, and teaching in unbundling scenarios. A model on systemic transformation through a smart framework is also presented.

scholarly journals Teaching and learning in higher education in regard to information literacy and diversity

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Bill Johnston
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Current Thinking ◽  
Curriculum Renewal

Bill Johnston will review selected current thinking on the nature of learning environments in higher education and identify how this work can be applied to course (re)design and curriculum renewal in universities. He will outline his thinking on curriculum renewal as a means of developing the Information Literate University (ILU) as a key node of lifelong learning in complex and diverse societies.

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