131 References 135 10 Teaching Learning Methods 137 101 Teaching Strategies 139

131 references 135 10 teaching learning methods 137

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131 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 10 Teaching Learning Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 10.1 Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 10.2 Methods and Training Procedures . . . . . . . . . . . . . . . . . . . . . . 140 10.2.1 The Relationship Between the Method and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 10.3 Classi fi cations of Teaching Learning Methods . . . . . . . . . . . . 141 10.4 Descriptions of the Methods Used in the Examples in Previous Chapters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Bibliographic Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Contents xi
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1 Background and Earlier Research Abstract After completing this chapter, you will be able to: Identify conceptual delimitations; Distinguish earlier research in Europe; Understand the history of cooperation. Keywords Information literacy Á Norway Á Romania Á Moldova What does research say about how user experience shapes development of infor- mation literacy teaching programmes in academic libraries? In the chapter, Background and Earlier Research , contains examples of the authors research over the last 15 years on user experiences in libraries. The authors have participated in research and development work in several countries, and from this background, they offer evidence-based contributions to library pedagogy on information literacy. Paul G. Zurkowski coined the term information literacy in 1974. He was concerned that workers needed to develop skills to help them solve workplace problems (Zurkowski 1974a , b ). As president of the Information Industry Association, he wrote a report to the National Commission on Libraries and Information Science ( The Information Service Environment Relationships and Priorities. Related Paper No. 5 ; . ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/36/a8/87. pdf ): Information is not knowledge; it is concepts or ideas that enter a person s fi eld of per- ception, that are evaluated and assimilated reinforcing or changing the individual s concept of reality and/or ability to act. As beauty is in the eye of the beholder, so information is in the mind of the user. © The Author(s) 2020 A. Landøy et al., Collaboration in Designing a Pedagogical Approach in Information Literacy , Springer Texts in Education, 1
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To make his concept of information clear, Zurkowski wrote: People trained in applying information resources to their work can be called information literates. They have learned techniques and skills for utilising a wide range of information tools as well as primary sources in molding information solutions to their problems. (Zurkowski 1974a , b ) Librarians then took up the term information literacy and translated it into library-related information search skills. In libraries, information literacy was fi rst understood as systematic research skills and, more speci fi cally, library-based research ; the term was initially used in connection with bibliographic instruction. Later in the 1970s, information literacy came to mean, more generally, the techniques and skills needed for identifying, locating and accessing information resources by using information tools in a variety of contexts, including workplace contexts. In the 1990s, information literacy became more widely understood as a concept. This is because it became associated
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