Student Learning In The Information Age: (American Council on Education Oryx Press Series on Higher Education) Review

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Student Learning In The Information Age: (American Council on Education Oryx Press Series on Higher Education) ReviewEducators committed to providing all learners with the intellectual skills needed to manage the "literacy" demands of the Information Age will benefit enormously from Dr. Breivik's clear and concise analysis of the importance for integrating information literacy throughout all levels of the academic curriculum in higher education. Information literacy is a synthesis of all the literacies required to navigate the dynamic, technological rapids of the Information Age. Dr. Breivik provides faculty and administrators with a strategic blueprint for designing a variety of information literacy programs. The flexibility in the design of the programming allows educational institutions of all types to incorporate information literacy within the fabric of their institutional missions in preparation for meeting the future challenges of technology, educational reform, and social responsibility. An invaluable, strategic planning resource that should not be overlooked as hi! gher education continues to assess the effectiveness of its present teaching and learning infrastructure.Student Learning In The Information Age: (American Council on Education Oryx Press Series on Higher Education) OverviewThe author offers an in-depth examination of resource-based learning as an important new paradigm for higher education. This concept shifts the focus from teaching to learning by requiring students to select their own learning materials from a wide range of real world information resources. A resource-based approach helps students assume more responsibility for their own learning. It also creates a strong partnership between faculty members and campus librarians. Breivik highlights examples of colleges and universities that are already using this approach successfully and offers a framework to help educators create their own resource-based learning programs. This work will be of significant interest to academic leaders, faculty, and campus information providers.

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