From Information Literacy to Social Epistemology
Insights from Psychology
From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life.
The broad context for our...
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From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life.
The broad context for our interest is the development in internet technologies often characterised by terms like the 'digital age', leading to questions of digital participation, digital divides, and the role of thinking in the information society.
In short, to what extent is the 'digital age' engendering changes in learning directed towards the better use of information, and in addition, encouraging or even requiring improvements in critical thinking?
Bibliographische Angaben
- Autoren: Anthony Anderson , Bill Johnston
- Verlag: Chandos Publishing
- EAN: 9780081005453
Autoren-Porträt von Anthony Anderson, Bill Johnston
Tony Anderson is a Senior Lecturer in the School of Psychological Sciences at the University of Strathclyde, Scotland, and a Fellow of the Higher Education Academy. He has undertaken research in a number of areas of psychology, including student learning, critical thinking, communication and human factors (including projects funded by the EU, the UK's Economic and Social Research Council, the UK's Engineering and Physical Sciences Research Council, and bodies such as the former Scottish Council for Educational Technology and Learning and Teaching Scotland). In addition to his research activities and many publications, Tony has been an Adviser of Study, and is currently the Senior Academic Selector (i.e. admissions tutor) and the Associate Dean (Undergraduate) in the Faculty of Humanities and Social Sciences at the University of Strathclyde and therefore has extensive experience of all matters relating to student admissions, learning, progression and retention
Inhaltsverzeichnis zu „From Information Literacy to Social Epistemology “
Section A: Introduction and backgroundChapter 1. Introduction to the book as whole: a) a critical overview of issues and constructs, particularly the digital age, and digital participation; b) the notion of information literacy and the UNESCO human rights model; c) brief overview of epistemological development, critical thinking and metacognition and how these relate to IL and digital participation; d) summary of the structure of the book to follow.Chapter 2 Information literacy in adult returnee studentsSection B: Psychological and educational constructs related to information literacyChapter 3 Epistemological development and information literacyChapter 4 Metacognition, critical thinking and information literacy: here we consider psychological research on metacognition and critical thinking, summarise it and consider its implications for the processes involved in ILChapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacySection C: The contributions from librarians and library organizations; definitions, models and standards for information literacy; current developments in IL; critique and suggestions from psychology and pedagogy e.g. social constructivism as the theoretical basis for particular teaching practices, approaches; IL and lifelong learningChapter 6 The ACRL revised standards for IL in higher educationChapter 7 Curriculum for IL.Chapter 8 UNESCO formulation of IL and the move to a Media and Information Literacy formulation;Section D From Information literacy to social epistemologyChapter 9 Synthesis and conclusions.
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