Alfabetización Informacional 2.0

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Actividades de nievesgleznievesglez actividades de amigosnievesglez actividad de tus seguidoresAmigos de nievesglezseguidores de nievesglezALFIN con la 2.0

Mobile learning for the twenty-first century librarian

http://0-www.emeraldinsight.com.fama.us.es/Insight/viewContentItem.do;jsessionid=70DD19BAE781326ED55454287D59A6D3?contentType=Article&contentId=1740530

FAMA, Catálogo de la Biblioteca Univ. Sevilla. Recursos-e/Autentificación

Big6 » Blog Archive » Information Literacy, the Big6 and Second Life (eNews 9.4, 1)

http://www.big6.com/2008/09/29/information-literacy-the-big6-and-second-life-enews-94-1/

Big6 » Blog Archive » Information Literacy, the Big6 and Second Life (eNews 9.4, 1)

Creating knowledge 2008

http://www.congress.utu.fi/creatingknowledge2008/#

Creating knowledge 2008

The Information Literacy Website IL blogs

http://www.informationliteracy.org.uk/Information_literacy_publications/IL_blogs.aspx

The Information Literacy Website

The Web 2.0 challenge to Information Literacy Peter GODWIN

http://www.inforum.cz/pdf/2007/godwin-peter.pdf

e-Learning for Librarians: An Ideas Playground

http://library.queensu.ca/wiki/elearning/

start [e-Learning for Librarians: An Ideas Playground]

Pageflakes - Sheila's Information Literacy

http://www.pageflakes.com/informationliteracy

Pageflakes - Sheila's Information Literacy

Virtual librariesinteract.info

Cargando...

Warlick's CoLearners | Main / HomePage browse

http://davidwarlick.com/wiki/pmwiki.php/Main/HomePage

Warlick's CoLearners | Main / HomePage browse

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News and Reviews: 'Information Literacy Meets Library 2.0', Ariadne Issue 56

http://www.ariadne.ac.uk/issue56/delaney-rvw/

News and Reviews: 'Information Literacy Meets Library 2.0', Ariadne Issue 56

CoLearners

Digital learning objects: a local response to the California State University system initiative

http://www.emeraldinsight.com/Insight/viewContentItem.do?contentType=Article&contentId=1780979

Web 2.0 Digital Learning Objects are essential components of an efficient academic information literacy program comprised of face-to-face and “on demand” virtual approaches. The California State University (CSU) system has identified a core set of DLOs, which are easily available in the MERLOT open access repository. Local development efforts, then, focus on the design and creation of DLOs of local significance.

informationfluency » home

http://informationfluency.wikispaces.com/

informationfluency » home

Introducción a esta pestaña ALFIN con la web 2.0

Esta pestaña está dedicada a la teoría y las actividades de formación en competencias informacionales usando herramientas de la web social. Aparacen entradas en blogs relacionados con la temática, como artículos, páginas web, que desarrollan aspectos de la ALFIN y la web 2.0

What the net?: Wikis in the Classroom

http://whatthenet.blogspot.com/2008/05/wikis-in-classroom.html

What the net?: Wikis in the Classroom

Pageflakes - Sheila's Information Literacy

http://www.pageflakes.com/informationliteracy/

Pageflakes - Sheila's Information Literacy

21st Century Information Fluency 21cif menu

http://21cif.imsa.edu/

21st Century Information Fluency 21cif menu

Using Web 2.0 to cultivate Information literacy

http://www.scribd.com/doc/9137902/Final-Project-Report

Final Project Report

The chat reference interview: seeking evidence based on RUSA’s guidelines

http://www.emeraldinsight.com/Insight/viewContentItem.do?contentType=Article&contentId=1780976

Data from 1,435 virtual reference transcripts shows that in 82 percent of the reference sessions the user found the information needed. Analysis also shows that librarian compliance with RUSA-recommended reference interview behaviors, especially in the areas of listening/inquiring and searching is frequently poor – possibly due to time constraints. Research limitations/implication – This study adds to the empirically-based knowledge on the reference interview process and virtual reference services. Practical implication – Reference policies and procedures can be modified to accommodate patrons based on type of reference access. Education and training of reference staff can be customized to meet patron needs.