From Information Literacy to Social Epistemology Insights from Psychology 1st Edition by Anthony Anderson, Bill Johnston 0081005453 9780081005453

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ISBN-10 :  0081005453 

ISBN-13 :  9780081005453

Author:  Anthony Anderson, Bill Johnston 

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?

 

From Information Literacy to Social Epistemology Insights from Psychology 1st Table of contents:

Section A. Introduction and Background
Chapter 1. Introduction
1.1. The Information Culture: Information Literacy and Digital Participation
1.2. Information Literacy – A Key Enabler of Participation?
1.3. Psychology and Psychological Insights – Cognition, Metacognition and Critical Thinking
1.4. Conclusion and Structure of the Book
Chapter 2. Information Literacy in Adult Returner Students: The Pre-Entry Class Case Study
2.1. The Background Context
2.2. The Study Itself
2.3. Summary
2.4. Corroborative Studies
2.5. Conclusions
Section B. Psychological Insights
Chapter 3. Critical Thinking and Information Literacy
3.1. Critical Thinking
3.2. The Quality of Argumentative Reasoning
3.3. Pedagogy and Critical Thinking: Attempts to Improve the Quality of Critical Thinking via Teaching Interventions
3.4. Conclusions
Chapter 4. Epistemological Thinking, Metacognition and Their Relation to Critical Thinking and Information Literacy
4.1. Introduction
4.2. The Development of Epistemological Thinking
4.3. Metacognition
4.4. Epistemic Metacognition
4.5. Conclusions
Chapter 5. Student Learning and Information Literacy
5.1. Introduction
5.2. Constructivism
5.3. Critique of Constructivism
5.4. Study Skills
5.5. Conclusion: Implications for Information Literacy Instruction
Section C. Contributions from the Library and Information Sector
Chapter 6. Curriculum Development and the New Curriculum for Information Literacy
6.1. Introduction
6.2. Transformational Learning
6.3. Curriculum Inquiry and Practice: Tools for Transformation
6.4. Curriculum Development
6.5. Information Literacy and Curriculum Development
6.6. New Curriculum for Information Literacy: A Helicopter View for Busy Educationalists
6.7. Conclusions
Chapter 7. The ACRL (2000) Standards and the ACRL (2015) Revised Framework
7.1. Introduction
7.2. Pedagogical Changes
7.3. Threshold Concepts Critique
7.4. Pedagogical Implications
7.5. Definition of Information Literacy in the ACRL Framework
7.6. Conclusions
Chapter 8. UNESCO Contributions to Information Literacy
8.1. Introduction: Education, Information, Human Rights and Social Justice
8.2. UNESCO Contribution 1: Proclamations
8.3. UNESCO Contribution 2: Information Literacy Primer (Woody Horton)
8.4. UNESCO Contribution 3: Media and Information Literacy (MIL)
8.5. UNESCO Contribution 4: Knowledge Societies (2015) Final Study
8.6. Conclusion
Section D. Social Epistemology
Chapter 9. Information Literacy and Social Epistemology
9.1. Introduction
9.2. Social Epistemology
9.3. Pedagogy for Social Epistemology
9.4. Conclusions

 

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Tags: From Information, Literacy, Social Epistemology, Psychology, Anthony Anderson, Bill Johnston