scholarly journals New models for instruction: Fusing the ACRL Framework and Roles and Strengths of Teaching Librarians to promote the lifelong learning of teaching librarians

2019 ◽  
Vol 80 (7) ◽  
pp. 378
Author(s):  
Annie Armstrong
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Habits Of Mind ◽  
New Models

The ACRL Framework for Information Literacy for Higher Education’s emphasis on curiosity, creativity, engagement, and metacognition can guide librarians in designing meaningful learning experiences for students. Inspiring students to learn is arguably contingent upon our sustained engagement as teachers. Can we facilitate and inspire learning without building and expanding our skills and harboring a certain joie de vivre for teaching? To put it bluntly, don’t we have to put on our own masks first? How do we establish habits of mind that nourish our skills and our spirits so that we can remain engaged throughout our teaching lifespans?

Just-in-Time Learning

2011 ◽  
pp. 1162-1166 ◽  
Author(s):  
Tina Stavredes
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Just In Time ◽  
Web Based ◽  
Internet Technologies ◽  
The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Information literacy and the Workforce: A Review

2017 ◽  
Vol 34 (2) ◽  
pp. 7 ◽  
Author(s):  
Sharon Weiner
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Educational Settings ◽  
Substantial Body ◽  
Recommendations For Practice

This paper is a review of reports on information literacy and the workforce. There is a substantial body of literature on information literacy in K-16 educational settings, but there is much less literature on implications for the workplace and job-related lifelong learning. The topical categories of the reports are: the importance of information literacy for the workforce; how information literacy differs in work andeducational settings; and barriers to information literacy in the workplace. The paper concludes with recommendations for practice and for further research.

scholarly journals Using Wikipedia as a classroom tool — a translation experience

2018 ◽  
Author(s):  
Robert Martínez Carrasco
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Experience ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Reverse Translation ◽  
Innovation Project ◽  
European Higher Education

This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.

MEANINGFUL LEARNING EXPERIENCES IN ENGINEERING: TALL BUILDINGS

2018 ◽  
Author(s):  
Manuel Buitrago ◽  
Jose M. Adam ◽  
Ignacio J. Payá ◽  
Pilar Bonet
Keyword(s):  
Learning Experiences ◽  
Meaningful Learning ◽  
Tall Buildings

Information Literacy and Lifelong Learning

2015 ◽  
pp. 223-234
Author(s):  
Tella Adeyinka
Keyword(s):  
Literature Review ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Communication Technologies ◽  
Learning Processes ◽  
Information Environment ◽  
Information And Communication ◽  
Development Goals ◽  
The Relationship

Information literacy is regarded as the basis for learning in our contemporary environment of rapid and sophisticated technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the needs for learners to engage with the information environment as part of their formal learning processes. The achievement of lifelong learning and making citizens become information literate is the target of many nations as far as millennium development goals and vision 2015 are concerned. This chapter presents a literature review on information literacy and lifelong learning pointing out the relationship between the two and their benefits, and finally, the chapter makes recommendations to improve both programs.

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