What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying concepts that make information literacy exciting and worth learning about. This paper looks at how this new idea relates to existing standards and posits several threshold concepts for information literacy.
Threshold concepts are a theory of teaching and learning proposed by two British
educators, Jan Meyer and Ray Land. Threshold concepts can be used for teaching information literacy and could inform the Standards revision as well. There are five definitional criteria that make a concept a threshold concept
The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty.
Computer science as a field requires curricular guidance, as new innovations are filtered into teaching its knowledge areas at a rapid pace. Furthermore, another trend is the growing number of students with different cultural backgrounds. These developments require taking into account both the differences in learning styles and teaching methods in practice in the development of curricular knowledge areas. In this paper, an intensive collaborative teaching concept, Code Camp, is utilized to illustrate the effect of learning styles on the success of a course. Code Camp teaching concept promotes collaborative learning and multiple skills and knowledge in a single course context. The results indicate that Code Camp as a concept is well liked, increases motivation to learn and is suitable for both intuitive and reflective learners. Furthermore, it appears to provide interesting creative challenges and pushes students to collaborate and work as a team. In particular, the concept also promotes intuition.
The Go-Lab Project (Global Online Science Labs for Inquiry Learning at School) opens up online science laboratories (remote and virtual labs) for the large-scale use in school education. The overall aim of the project is to encourage young people aged from 10 to 18 to engage in science topics, acquire scientific inquiry skills, and experience the culture of doing science by undertaking active guided experimentation.
To achieve this aim, the Go-Lab project creates the Go-Lab Portal allowing science teachers finding online labs and inquiry learning applications appropriate for their class, combining these in Inquiry Learning Spaces (ILSs) supporting particular lesson scenarios, and sharing the ILSs with their students. Using the ILSs, the students receive the opportunity to perform personalized scientific experiments with online labs in a structured learning environment.
These six ways help enhance learning in digital classrooms:
- Connected by Interests
- Experiment with Content
- Peer Supported learning
- Link the Goal
- Importance to Academics
- Networking Learning
This fall, MIT Professor Shigeru Miyagawa flipped his classroom as he taught two versions of Visualizing Japan to two distinctive audiences at the same time. He co-taught the massive online open course (MOOC) VJx on edX, as well as the residential version of the course, 21F.027, to students at MIT. The students in the residential class were assigned the MOOC video lectures and quizzes to complement their classroom work.
The article discusses the implications of bilingual education. AS an EFL teacher and having studied other language, the idea of including second language learning within another class and subject is quite foreign to me. However, I think it is a really interesting idea as students can either learn a language or compliment their current language class by using language in a real life situation.
Suggests and addresses the need for further curriculum development within the IB PYP in terms of additional (often foreign) language learning within the diverse community of International schools that follow the IB curriculum, in order for schools to become more explicit and unified in their language policies. Includes suggestions for how additional language learning can be linked to the process of inquiry and the promotion of the core values of the IB, embodied in the PYP learner profile.
The University of Adelaide has a long tradition of providing a scholarly, diverse, exciting and rewarding learning environment. Find Learning and Teaching Initiatives, Support Sites and Outstanding Lecturers - Featured Profiles.
Routledge is pleased to offer the Library & Information Science community free access to a collection of articles highlighting MOOCs and librarianship. Massive Open Online Courses (MOOCs) are free, online classes designed to provide university-level education to a large number of students. As MOOCs become a mainstream part of higher education, libraries will play an important role in the advancement of these innovative learning opportunities.
iSCORE is a web-based practice and communication tool. It is designed to help motivate students to take responsibility for their practising and overall music learning and music creation. iSCORE makes it easier for students to set goals, create new work, edit and share their work and respond to feedback from teachers, peers and parents. It also makes it easier for teachers to communicate with their students and help their students become independent learners. It includes a text annotation tool and links to recording and notation software.
The article highlights the complexity of bilingual education programmes. It is suggested that 'Pedagogically, second language students ... benefit from context-embedded communication'(p.249) which concurs with the ideas suggested by Derewinka (2003)
Education Cities – Vision
An Education City perceives the education system as an essential instrument for a citywide development, and the city as a central instrument in the education system’s development.
The city as one big school – An education city is a social educational network, a tangible network focused on the realization and development of both the individual and the city.
The Narrative & the local language – An education city authors a Narrative and develops a Language and a local way of life, all of which is founded on local strengths and leverage future development avenues.
Innovation – An education city is a central platform for linking the city to approaches of educational, urban and technological innovation, suited for the 21st century.
The art of collaborations – The process that takes
place in an education city is dynamic and inspirational. Similarly to artwork, it weaves collaborations and gives rise to unique projects of the city’s people and various active organizations. As a result, a city climate characterized by social, local and environmental responsibility is generated.
J. Vollebregt, J. Metz, M. de Haan, M. Richir, J. Hugtenburg, и T. de Vries. British journal of clinical pharmacology, 61 (3):
345-51(марта 2006)4838<m:linebreak></m:linebreak>LR: 20081120; JID: 7503323; OID: NLM: PMC1885029; ppublish;<m:linebreak></m:linebreak>PRESCRIMIR.
S. Straus, и R. Haynes. CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne, 180 (9):
942-5(апреля 2009)5074<m:linebreak></m:linebreak>EBM.