Learning in Information-Rich Environments : I-LEARN and the Construction of Knowledge from Information
Mentés helye:
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| Testületi szerző: | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Cham : Springer International Publishing : Imprint: Springer,
2019
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| Kiadás: | 2nd ed. 2019 |
| Tárgyszavak: | |
| Online elérés: | https://doi.org/10.1007/978-3-030-29410-6 |
| Címkék: |
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| id |
opac-EUL01-000998587 |
|---|---|
| collection |
e-book |
| institution |
L_408 EUL01 |
| spelling |
Neuman, Delia Learning in Information-Rich Environments I-LEARN and the Construction of Knowledge from Information by Delia Neuman et.al. 2nd ed. 2019 Cham Springer International Publishing Imprint: Springer 2019 XVIII, 217 p. online forrás, ill., színes szöveg txt rdacontent számítógépes c rdamedia távoli hozzáférés cr rdacarrier szövegfájl PDF rda 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. 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. Nyomtatott kiadás: ISBN 9783030294090 Nyomtatott kiadás: ISBN 9783030294113 Nyomtatott kiadás: ISBN 9783030294120 Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. könyv e-book tanulás képességfejlesztés adatfeldolgozás oktatás Learning. Instruction. Education—Data processing. Literacy. elektronikus könyv SpringerLink (Online service) közread. Online változat https://doi.org/10.1007/978-3-030-29410-6 EUL01 |
| language |
English |
| format |
Book |
| author |
Neuman, Delia |
| spellingShingle |
Neuman, Delia Learning in Information-Rich Environments : I-LEARN and the Construction of Knowledge from Information tanulás -- képességfejlesztés adatfeldolgozás -- oktatás Learning. Instruction. Education—Data processing. Literacy. elektronikus könyv |
| author_facet |
Neuman, Delia SpringerLink (Online service), közread. |
| author_corporate |
SpringerLink (Online service), közread. |
| author_sort |
Neuman, Delia |
| title |
Learning in Information-Rich Environments : I-LEARN and the Construction of Knowledge from Information |
| title_sub |
I-LEARN and the Construction of Knowledge from Information |
| title_short |
Learning in Information-Rich Environments |
| title_full |
Learning in Information-Rich Environments I-LEARN and the Construction of Knowledge from Information by Delia Neuman et.al. |
| title_fullStr |
Learning in Information-Rich Environments I-LEARN and the Construction of Knowledge from Information by Delia Neuman et.al. |
| title_full_unstemmed |
Learning in Information-Rich Environments I-LEARN and the Construction of Knowledge from Information by Delia Neuman et.al. |
| title_auth |
Learning in Information-Rich Environments I-LEARN and the Construction of Knowledge from Information |
| title_sort |
learning in information rich environments i learn and the construction of knowledge from information |
| publishDate |
2019 |
| publishDateSort |
2019 |
| physical |
XVIII, 217 p. : online forrás, ill., színes |
| edition |
2nd ed. 2019 |
| isbn |
978-3-030-29410-6 |
| callnumber-first |
L - Education |
| callnumber-subject |
LB - Theory and Practice of Education |
| callnumber-label |
LB5-3640 |
| callnumber-raw |
371 N 71 |
| callnumber-search |
371 N 71 |
| topic |
tanulás -- képességfejlesztés adatfeldolgozás -- oktatás Learning. Instruction. Education—Data processing. Literacy. elektronikus könyv |
| topic_facet |
tanulás -- képességfejlesztés adatfeldolgozás -- oktatás Learning. Instruction. Education—Data processing. Literacy. elektronikus könyv tanulás adatfeldolgozás Learning. Instruction. Education—Data processing. Literacy. képességfejlesztés oktatás |
| url |
https://doi.org/10.1007/978-3-030-29410-6 |
| illustrated |
Illustrated |
| dewey-hundreds |
300 - Social sciences |
| dewey-tens |
370 - Education |
| dewey-ones |
371 - Schools & their activities; special education |
| dewey-full |
371.3 |
| dewey-sort |
3371.3 |
| dewey-raw |
371.3 |
| dewey-search |
371.3 |
| first_indexed |
2023-12-27T14:02:09Z |
| last_indexed |
2023-12-29T20:04:24Z |
| recordtype |
opac |
| publisher |
Cham : Springer International Publishing : Imprint: Springer |
| _version_ |
1786644178406473728 |
| score |
13,364702 |
| generalnotes |
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. |