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The 2006 regional ACRL Institute for Information Literacy Immersion Program will be held at the University of Houston from July 14-19. The University of Houston and the University of Texas at Austin are co-hosting this nationally acclaimed program.
La Biblioteca ofrece un programa de formación a varios niveles adecuado a las necesidades de los distintos grupos de usuarios: �
1.Formal and informal discussions at college and department meetings 1.Library committee 2.Dean's meeting 3.Departmental meetings 4.Information Literacy Colloquium 2.Form ILP Implementation Committee with representation from key stakeholders: 1.English Department 2.Social Sciences Department 3.Nursing Department 4.Vice President of Academic Affairs Representative 5.Science Department 6.Humanities Department 7.HHPE Department 3.Submit program assessment guidelines to Outcomes Assessment Committee. 4.Provide (1) workshops for faculty on creating Information Literacy research assignments and (2) workshops for new faculty hires. 5.Create Online Research Tutorial Module
1.Formal and informal discussions at college and department meetings 1.Library committee 2.Dean's meeting 3.Departmental meetings 4.Information Literacy Colloquium 2.Form ILP Implementation Committee with representation from key stakeholders: 1.English Department 2.Social Sciences Department 3.Nursing Department 4.Vice President of Academic Affairs Representative 5.Science Department 6.Humanities Department 7.HHPE Department 3.Submit program assessment guidelines to Outcomes Assessment Committee. 4.Provide (1) workshops for faculty on creating Information Literacy research assignments and (2) workshops for new faculty hires. 5.Create Online Research Tutorial Module
Plate-forme d'échange de pratiques et de documents pour l'enseignement de Méthodologie du travail universitaire en premier cycle des universités. Elle présente non des modèles mais une variété de démarches, illustrées par des exemples de séquences réellement réalisées en cours, sans prétention exhaustive ni caractère normatif, destinées à enrichir la pratique quotidienne de chacun.
Mnémosyne est un hypermédia qui remplit 3 fonctions: faire découvrir ce qu'est la mémoire d'un point de vue théorique, donner les moyens à l'apprenant d'analyser à partir des connaissances acquises, son mode de fonctionnement, proposer des alternatives pour améliorer la mémorisation et optimiser de ce fait l'apprentissage en général. Pour remplir ces objectifs Mnémosyne est composé de deux parties: l'une théorique: axée sur des apports théoriques liés à la mémoire même si l'expérimentation est présente, l'autre pratique: axée sur la pratique même s'il y a des apports théoriques qui sont en fait orientés sur le concret dans un exposé davantage technique.
Met l'accent sur la méthode et le savoir-faire pour une recherche documentaire. Veut donner un aperçu global de ce que doit être une recherche documentaire et montrer la complémentarité existant entre les différents outils. Contient six modules divisés chacun en séquences, aux contenus informatifs ou démonstratifs ou interactifs.
Sommaire : Etapes de la recherche d'information ; lieux documentaires ; documents ; outils de référence ; principes de base de la recherche ; outils de recherche bibliographique ; outils d'Internet ; évaluation de l'information ; traitement de l'information ; citer les documents ; internet : aspects critiques ; lexique.
To complete this course you will do the online training followed by a written assessment. By the end of this course, you will have had the opportunity to: �
Library 160 is a self-paced, individualized course in which successful students take responsibility for their own learning. There are five required assignments in Library 160, and one Final Exam.
Go beyond general web searching to find the best information available on your topic. Learn to refine and focus your search and use specialized search tools available on the World Wide Web.
The specifics of the classes vary by instructors, but students learn to select a topic, locate reference materials, scholarly books, scholarly journal articles and scholarly web sites relevant to their topic. Along the way students become familiar with the ZSR Library and its catalog, our online databases and sources of good scholarly information on the web. Students learn to cite sources appropriately in either MLA or APA style. Strong emphasis is given to learning to evaluate information to determine how appropriate it is for research and whether it is credible, scholarly information. Issues of copyright, plagiarism and the impact of the Internet on research are also covered.
Core (compulsory) modules provide a foundation in the central areas of information literacy and learning: Education for Information Literacy; Information Resources and Information Literacy; Information Retrieval: search engines and digital libraries; Educational Informatics; Information Literacy Research; and Research Methods. Optional modules enable you to further your understanding of particular work or sector contexts, or develop expertise in a specialist area of librarianship and information management. There is a wide choice of modules including: Electronic Publishing, modules focusing on specific library sectors, Business Intelligence, Health Information, and Human Computer Interaction. The dissertation allows you to pursue a topic of particular interest in more depth.
This course will introduce students to the organization, retrieval and evaluation of electronic and print information. Students will be provided with an overview of college library systems, networked information systems, traditional scholarly resources, evolving delivery systems, and the concepts underlying the research process. Students will gain an understanding of the importance of the Internet as a research tool and the changing nature of information resources. Students will utilize electronic databases, the World Wide Web, and print resources. Students will be able to apply principles learned in this course to research assigned in other courses. Students will practice thinking critically when formulating research queries and evaluating information resources.
The program approaches assessment from a learning-centered perspective. Formative assessment will be emphasized to explore its role in instructional and curricular design, librarian/faculty skill development, and development of information literacy (IL) programs. Summative assessment tools and strategies for determining their appropriate application will also be explored along. Participants will work individually and cooperatively to extend their conceptual understanding of assessment and to expand their toolkit of practical assessment methods. They will also develop a plan for their assessment activities that is designed to form the basis for future engagement with these issues both individually and as a leader of IL initiatives at their institutions
TEACHER TRACK. The Teacher Track focuses on individual development for those who are interested in enhancing, refreshing, or extending their individual instruction skills. Curriculum includes classroom techniques, learning theory, leadership, and assessment framed in the context of information literacy. Participants selected for the Teacher Track will prepare a description of an instructional situation and a related presentation in advance of the Immersion program. PROGRAM TRACK. The Program Track focuses on developing, integrating, and managing institutional and programmatic information literacy programs. Participants selected for the Program Track will develop individual case studies in advance of the Immersion program. Change dynamics, systems thinking, institutional outcomes assessment, scalability, and the integration of teaching, learning, and technology will be brought to bear on analyzing the various programmatic challenges presented in the case studies. Immersion participants will be expected to develop the case studies into an action plan for implementation at the home institution. INTENTIONAL TEACHER TRACK. The Intentional Teacher track is aimed at the experienced academic librarian (5+ years teaching experience, in a library or other setting) who wants to become more self-aware and self-directed as a teacher. This track facilitates the process of critical reflection through peer discussion, readings and personal reflection as a pathway to professional growth and renewal
Teacher Track. This track focuses on individual development for those who are interested in enhancing, refreshing, or extending their individual instruction skills. Curriculum includes classroom techniques, learning theory, leadership, and assessment framed in the context of information literacy. Librarians and graduate students in library and information science programs are eligible to apply. Participants selected for the Teacher Track will prepare a description of an instructional situation and a related presentation in advance of the Immersion program. During Immersion, participants will revise the presentation based on feedback from colleagues and faculty. The Teacher Track is for you if: You have little or no experience as a teacher or if you have experience teaching but would benefit from a focus on the fundamentals. You want to understand more about learning theory, and how to design lessons and assignments that accommodate different learning styles. You want an opportunity to practice and receive feedback on your teaching. You need to understand the role of assessment in improving your teaching techniques and the design of lessons and assignments. You want to identify and build on your leadership skills. Program Track. This track focuses on developing, integrating, and managing institutional and programmatic information literacy programs. Participants selected for the Program Track will develop individual case studies in advance of the Immersion program. Change dynamics, systems thinking, institutional outcomes assessment, scalability, and the integration of teaching, learning, and technology will be brought to bear on analyzing the various programmatic challenges presented in the case studies. Immersion participants will be expected to develop the case studies into an action plan for implementation at the home institution, and possible inclusion in a