Actions for Learning in Information-Rich Environments [electronic resource] : I-LEARN and the Construction of Knowledge from Information

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Learning in Information-Rich Environments [electronic resource] : I-LEARN and the Construction of Knowledge from Information / by Delia Neuman, Mary Jean Tecce DeCarlo, Vera J. Lee, Stacey Greenwell, Allen Grant

Author
Neuman, Delia
Published
Cham : Springer International Publishing : Imprint: Springer, 2019.
Edition
2nd ed. 2019.
Physical Description
XVIII, 217 pages 36 illustrations, 35 illustrations in color : online resource
Additional Creators
Tecce DeCarlo, Mary Jean, Lee, Vera J., Greenwell, Stacey, Grant, Allen C., and SpringerLink (Online service)
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Contents
Information as a Tool for Learning -- Information-Rich Environments, Part One -- Information-Rich Environments, Part Two -- Today's Learners as Information Users -- I-LEARN: A Model for Knowledge Construction in the Information Age -- Issues in Learning in Information-Rich Environments -- Assessing Learning in Information-Rich Environments -- Conclusion.
Summary
The amount and range of information available to today's students-and indeed to all learners-is unprecedented. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing-among other things-it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies-and the kinds of information they allow students to access and create-relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields-learning theory, instructional systems design, and information studies-it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.
Subject(s)
ISBN
9783030294106
Digital File Characteristics
text file PDF
Part Of
Springer eBooks
View MARC record | catkey: 28926528