The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. Phrases like “the information revolution”, “the information (or knowledge) society”, and “the knowledge economy” underscore the truism that our society has been transformed by virtually instantaneous access to virtually unlimited information. Thomas Friedman tells us that “The World Is Flat” and that we must devise new political and economic understandings based on the ceaseless communication of information from all corners of the world. The Bush administration tells us that information relating to the “war on terrorism” is so critical that we must allow new kinds of surveillance to keep society safe. Teenage subscribers to social-computing networks not only access information but enter text and video images and publish them widely—becoming the first adolescents in history to be creators as well as consumers of vast quantities of information. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. In fact, a good deal has been written over the last several decades about how education as a whole must transform its structure and curriculum to accommodate the possibilities offered by new technologies. Far less has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This book explores these questions and suggests some tentative answers. Drawing from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The book is grounded in the work of such key figures in learning theory as Bransford and Anderson & Krathwohl. It draws on such theorists of instructional design as Gagne, Mayer, and Merrill. From information studies, it uses ideas from Buckland, Marchionini, and Wilson (who is known for his pioneering work in “information behavior”—that is, the full range of information seeking and use). The book breaks new ground in bringing together ideas that have run in parallel for years but whose relationship has not been fully explored.
The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.
The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.
This book entails the life and struggles of Delia, a woman who has been through what some people would phrase, “hell and back”. She’s encountered trauma, tragedy, a host of other life experiences. Bitter Sweet Secrets expresses the importance of a unified family by recalling real life events of physical and mental abuse, unhealthy choices, and unsuitable men. With little fiction, this biography details the aspects of her life and how God brought her through each and every tragedy she’s endured; including death. If it had not been for the Lord who was on her side, she would not have been able to hone her many talents in poetry and writing to share with you today. Bitter Sweet Secrets is meant to inspire and provide a safe haven for those who may feel like they have no way out. Furthermore to remind those people that with God and prayer all things will fall in divine order. The author dedicates this story to her late mother, Olivia; her children, Kim, Melody, Aaron, and Monique; and grandchildren, Kevin and Christian with love.
Part ethnography, part cultural study, this text examines the lives of teenage girls from the world of the Long Island, New York, middle school in order to explore how standards of normalcy define gender, exercise power, and reinforce the cultural practices of whiteness.
The Battle Against COVID-19 Filipino American Healthcare Workers on the Frontlines of the Pandemic Response is a tribute to all health and essential workers who provide critical services to save lives. These frontliners have risked their lives during this pandemic and sadly, a significant number have succumbed to the deadly virus. Many of them were Filipino American nurses who were adversely and disproportionately affected while serving in critical care and hospital intensive care units. This book brings together some of the voices of these modern-day heroes, highlighting their risks and fears particularly in the early days of the pandemic. The book recounts the unprecedented challenges they faced - their sadness, frustrations, and coping mechanisms amid a life-altering global health crisis. As the world continues to strive to get back to a new kind of normal, the book provides perspectives on continuing efforts to contain the virus, including scientific breakthroughs, and government-led ways to at least transition from pandemic to endemic phase. While it may take time to fully understand the longer-term impact of the COVID-19 pandemic, one thing is certain. Dedicated and brave frontline healthcare workers will continue to do what they know best -provide critical attention, supportive care, and lifesaving interventions.
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