Titlebook: Learning in Information-Rich Environments; I-LEARN and the Cons Delia Neuman,Mary Jean Tecce DeCarlo,Allen Grant Book 2019Latest edition Sp

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,Information as a Tool for Learning,rofessional conversations—educators must develop a deep understanding of information itself and of the central role it plays in life and in learning. This chapter sets the stage for the rest of the book by providing an overview of theories from information studies and instructional design and develo

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Information-Rich Environments: From Single Sense to Digital,ning affordances these objects offer as identified by decades of research that largely predates the Internet and the World Wide Web. Although research interest in such “traditional” environments has waned in recent years, a wealth of early studies have yielded fundamental concepts and principles tha

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Information-Rich Environments: The Online World and ICTs,vironment offered through online platforms. It extends the earlier discussion of interactivity to position it as the basic learning affordance of this highly sophisticated information-rich environment, and it explains how interactivity underlies the capability of ICTs (information and communication

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,Today’s Learners and Learning with Information: Information Studies Meets Instructional Design,ing itself remains the same—the construction of personal meaning from interactions with information—the routes to learning have expanded and diversified. So, too, have the challenges: the erosion of trust in traditional information sources and the intentional introduction of false “facts” and other

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Expanding Information Literacy: The Roles of Digital and Critical Literacies in Learning with Inforumbrella of “information literacy,” and the ways that marriage plays out in today’s various information-rich environments. With this foundation in place, the chapter discusses two intertwined literacies that have recently emerged to expand and enrich our understanding of learning with information: d

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I-LEARN: A Model for Learning with Information,tions to explain the nature of the model and its use for learning in information-rich environments. The chapter explains and expands I-LEARN’s grounding in ideas presented in the previous chapters, illustrates its application in both formal and informal environments, and reflects insights drawn from

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,I-LEARN and the Assessment of Learning with Information, This chapter surveys the recent history of the assessment movement and positions the I-LEARN model as a framework that is especially well suited to a contemporary assessment of learning with information. The model is consistent with both traditional and current approaches to assessment, its structu

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The Pedagogy of I-LEARN, describe how teachers at five levels—early childhood, elementary school, middle school, high school, and college—used the model to foster their students’ ability to learn with information. A kindergarten teacher used I-LEARN to introduce “the basics” about what counts as an information source. A fo

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market liberalization with weak public institutions and cronyist processes had proven to be a recipe for disaster. The public was in state of shock, uncertain of its economic future. This was not only a financial crisis but also a crisis of politics and a fundamental blow to our national identity, w