國立虎尾科技大學 |

Learning in Information-Rich Environments = I-LEARN and the Construction of Knowledge from Information /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Learning in Information-Rich Environments/ by Delia Neuman, Mary Jean Tecce DeCarlo, Vera J. Lee, Stacey Greenwell, Allen Grant.
Reminder of title:	I-LEARN and the Construction of Knowledge from Information /
Author:	Neuman, Delia.
other author:	Tecce DeCarlo, Mary Jean.
Description:	XVIII, 217 p. 36 illus., 35 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Learning. -
Online resource:	https://doi.org/10.1007/978-3-030-29410-6
ISBN:	9783030294106

Learning in Information-Rich Environments = I-LEARN and the Construction of Knowledge from Information /
Neuman, Delia.

Learning in Information-Rich EnvironmentsI-LEARN and the Construction of Knowledge from Information /[electronic resource] :by Delia Neuman, Mary Jean Tecce DeCarlo, Vera J. Lee, Stacey Greenwell, Allen Grant. - 2nd ed. 2019. - XVIII, 217 p. 36 illus., 35 illus. in color.online resource.

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.

ISBN: 9783030294106

Standard No.: 10.1007/978-3-030-29410-6doiSubjects--Topical Terms:

555256
Learning.

LC Class. No.: LB5-3640

Dewey Class. No.: 371.3

Learning in Information-Rich Environments = I-LEARN and the Construction of Knowledge from Information /
LDR:03584nam a22004095i 4500 001 1008175
003 DE-He213
005 20200706111408.0
007 cr nn 008mamaa
008 210106s2019 gw | s |||| 0|eng d
020 $a 9783030294106 $9 978-3-030-29410-6
024 7 $a 10.1007/978-3-030-29410-6 $2 doi
035 $a 978-3-030-29410-6
050 4 $a LB5-3640
072 7 $a JNT $2 bicssc
072 7 $a EDU009000 $2 bisacsh
072 7 $a JNT $2 thema
072 7 $a JMR $2 thema
082 0 4 $a 371.3 $2 23
100 1 $a Neuman, Delia. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 785392
245 1 0 $a Learning in Information-Rich Environments $h [electronic resource] : $b I-LEARN and the Construction of Knowledge from Information / $c by Delia Neuman, Mary Jean Tecce DeCarlo, Vera J. Lee, Stacey Greenwell, Allen Grant.
250 $a 2nd ed. 2019.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2019.
300 $a XVIII, 217 p. 36 illus., 35 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a 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.
520 $a 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.
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 0 $a Education—Data processing. $3 1253610
650 0 $a Literacy. $3 556453
650 1 4 $a Learning & Instruction. $3 670152
650 2 4 $a Computers and Education. $3 669806
700 1 $a Tecce DeCarlo, Mary Jean. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1301976
700 1 $a Lee, Vera J. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1301977
700 1 $a Greenwell, Stacey. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1301978
700 1 $a Grant, Allen. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1301979
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030294090
776 0 8 $i Printed edition: $z 9783030294113
776 0 8 $i Printed edition: $z 9783030294120
856 4 0 $u https://doi.org/10.1007/978-3-030-29410-6
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)