From Information Literacy to Social Epistemology
Insights from Psychology
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Product details:
- Publisher Chandos Publishing
- Date of Publication 13 June 2016
- ISBN 9780081005453
- Binding Paperback
- No. of pages182 pages
- Size 228x152 mm
- Weight 210 g
- Language English 0
Categories
Long description:
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?
MoreTable of Contents:
Section A: Introduction and background
Chapter 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 students
Section B: Psychological and educational constructs related to information literacy
Chapter 3 Epistemological development and information literacy
Chapter 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 IL
Chapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacy
Section 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 learning
Chapter 6 The ACRL revised standards for IL in higher education
Chapter 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 epistemology
Chapter 9 Synthesis and conclusions.
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