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E-raamat: IMPACT Learning: Librarians at the Forefront of Change in Higher Education

(Information Literacy Specialist and Associate Professor, Purdue University, USA)
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IMPACT Learning: Librarians at the Forefront of Change in Higher EducationSuurem pilt
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IMPACT Learning: Librarians at the Forefront of Change in Higher Education describes how academic libraries can enable the success of higher education students by creating or partnering with teaching and learning initiatives that support meaningful learning through engagement with information. Since the 1970s, the academic library community has been advocating and developing programming for information literacy. This book discusses existing models, extracting lessons from Purdue University Libraries’ partnership with other units to create a campus-wide course development program, Instruction Matters: Purdue Academic Course Transformation (IMPACT), which provides academic libraries with tools and strategies for working with faculty and departments to integrate information literacy into disciplinary courses.

  • Describes how academic libraries can help students succeed through partnering with teaching and learning initiatives
  • Helps teachers and students deal with information in the context of a discipline and its specific needs
  • Presents an informed learning approach where students learn to use information as part of engagement with subject content
Foreword xi
Part 1 Fostering Learning Through Librarianship
1(46)
1 Introduction
3(10)
1.1 Purpose of this Book
7(1)
1.2 Structure of the Book
7(6)
References
10(3)
2 From Information Literacy to Informed Learning
13(20)
2.1 Introduction
13(1)
2.2 The Burgeoning of Information Literacy
14(3)
2.3 An Abundance of New Ideas About Information Literacy
17(6)
2.4 Rethinking Information Literacy in Higher Education
23(5)
2.5 Conclusion
28(5)
References
28(5)
3 Effecting Change Through Teaching and Learning Initiatives
33(14)
3.1 Introduction
33(1)
3.2 Collaborating for Informed Learning
34(4)
3.3 Influencing College and University Courses
38(3)
3.4 Challenges to Informed Learning Collaborations (and How to Overcome Them)
41(3)
3.5 Conclusion
44(3)
References
44(3)
Part 2 Course Development at Purdue: A Case for Fostering Learning Through Information Literacy
47(84)
4 Purdue Libraries' Involvement in IMPACT
49(14)
4.1 Introduction
51(1)
4.2 Creation of the IMPACT Program
52(2)
4.3 The IMPACT Partnership
54(1)
4.4 Why the Libraries?
55(1)
4.5 The IMPACT Model
56(2)
4.6 Day-to-Day in IMPACT
58(2)
4.7 Conclusion
60(3)
References
60(3)
5 Librarians as Coaches
63(12)
5.1 Introduction
65(1)
5.2 Characteristics of Quality Coaching
66(2)
5.3 The Common Ground of Instructional Design
68(2)
5.4 A Shared Language of Learning
70(2)
5.5 Conclusion
72(3)
References
72(3)
6 Higher Education Teachers' Views of Information Literacy
75(16)
6.1 Introduction
77(1)
6.2 Teachers Views of Information Literacy
78(4)
6.3 Teachers Views of Information Literacy in the Active Learning Classroom
82(3)
6.4 Understanding Partners to Build Partnerships
85(2)
6.5 Conclusion
87(4)
References
87(4)
7 Information Literacy in IMPACT Courses
91(16)
7.1 Introduction
93(1)
7.2 IMPACT Vignettes
94(8)
7.3 New Project: Information Literacy, Motivation, and Learning Gains
102(2)
7.4 Conclusion
104(3)
References
104(3)
8 Using Theories From IMPACT to Create Informed Learning Tools
107(14)
8.1 Introduction
109(1)
8.2 Self-Determination Theory and IMPACT
110(2)
8.3 Motivating Informed Learners
112(3)
8.4 Backward Design and IMPACT
115(2)
8.5 Informed Learning Design
117(1)
8.6 Conclusion
118(3)
References
119(2)
9 Lessons Learned in IMPACT
121(10)
9.1 Introduction
123(1)
9.2 Don't Engage in Unproductive Advocacy
123(2)
9.3 Focus on the Challenges Faced by Teachers
125(1)
9.4 Negotiate Views of Information Literacy
126(2)
9.5 Reflections on Lessons Learned
128(1)
9.6 Conclusion
129(2)
References
130(1)
Part 3 Reenvisioning Information Literacy Education
131(36)
10 Three Essentials for Integrating Information Literacy
133(12)
10.1 Introduction
133(2)
10.2 Focus on Student Learning
135(2)
10.3 Find the Conversation
137(3)
10.4 Consulting Approaches that Focus on Creating Shared Goals
140(1)
10.5 Conclusion
141(4)
References
142(3)
11 Developing Librarians to Support Learning Initiatives
145(12)
11.1 Introduction
145(1)
11.2 Required Knowledge and Abilities
146(6)
11.3 Development Gaps
152(1)
11.4 Existing Opportunities for Development
153(1)
11.5 Conclusion
154(3)
References
155(2)
12 The Way Forward
157(10)
12.1 Introduction
157(1)
12.2 Informed Learning and Higher Education
158(2)
12.3 Informed Learning Design
160(2)
12.4 Informed Learning Research
162(2)
12.5 Final Thoughts
164(3)
References
164(3)
Index 167
Information Literacy Specialist and Associate Professor, Purdue University, USA. Clarence has more than 10 years of experience as an information literacy educator in higher education. At Purdue University, he was one of co-designers of the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program, which aims to enable Purdue instructors to create student-centered learning environments. In 2015, Clarence completed a PhD at the Queensland University of Technology. His doctoral research investigated experiences of using information within an undergraduate learning context. Clarence publishes and is invited to present regularly on information literacy. Clarence is a passionate advocate for the integration of information literacy into curricula, and the development of librarians to address this need in higher education
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