Facilitating Effective Sixth Form Independent Learning is a stage-by-stage guide for educators who are interested in setting up a teaching programme to facilitate the independent learning of Sixth Form students.
The book will explore the use of games-based learning and gamification in school libraries. It illustrates how game play can be developed by school librarians through blended theory and practice, exemplified by case studies taken from a variety of international contexts.
'This book is simultaneously a comprehensive inquiry and an imaginative journey into mapping as a method of teaching information literacy...The book offers many insights into the use of mapping in everyday library practice, such as designing staff development activities to help make tacit practices explicit. It also offers an informed take on how to organise student group work in a meaningful way by promoting dialogue through structured activities.'
Web 2.0 technologies have been seen by many information professionals as critical to the future development of library services. This has led to the use of the term Library 2.0 to denote the kind of service that is envisaged. This collection provides an overview of Library 2.0 tools and technologies for information literacy practitioners.
The web is now an integral part of students' lives in school and in society, and they need to be ever more web alert in order to gain the most from their education. This is a practical guide to using the web effectively in order to enhance learning and teaching in schools.
Covers various aspects of promoting reading to and with children and young people from birth right through to teenage years. This title is suitable for practitioners and students of librarianship in both the public and school sectors, and for teachers, consultants and educators concerned with literacy and reading.
Over the years the information environment has changed dramatically, becoming increasingly dominated by the social and the mobile. This book asks where we are now, what is same and what has changed, and, most crucially, how do we as professionals respond to the new information literacy and become a central part of the revolution itself?
Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this presents a new and dynamic information literacy curriculum developed for the 21st century information professional.
Provides the knowledge and skills necessary to implement semantic Web technology, helping readers learn how to start and track trends using social media, find hidden content online and search for reusable online content, crucial skills for those looking to be better searchers.
This new book presents a comprehensive structure for information literacy theory that will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers.