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Geospatial Information Literacy Instruction: Frameworks, Competency, and Threshold Concepts

机译:地理空间信息素养教学:框架,能力和阈值概念

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摘要

As librarians are developing library instruction curricula for map and geography libraries, there are many places where one can find guidance. Instructional frameworks can help organize and teach key competencies and develop literacy of geospatial information for learners. The Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education has become the quintessential guiding document for information literacy instruction in academic libraries. One does not teach the framework directly, rather the instructor (librarian) identifies threshold concepts, knowledge practices, and dispositions guided by six core concepts and disciplinary context. Librarians in special collections must consider how to apply such frameworks to specific disciplines, collections, institutions, and curricula. This paper focuses on geospatial information literacy instruction, best represented by librarians offering instruction services on geospatial data and/or technologies to classes ranging from GIScience courses to humanities classes incorporating digital scholarship. The unique blend of geographic literacy incorporating geography, primary-source, map, and spatial literacies as well as data and digital literacies, including data information literacy and the emerging Cyber GIScience literacy make GIScience a discipline where map and geography librarians are well positioned to impact the success of learners and advance pedagogy development.
机译:由于图书馆员正在开发地图和地理图书馆的图书馆指导课程,有许多地方可以找到指导。教学框架可以帮助组织和教导重点能力,并为学习者提供地理空间信息的识字。学院和研究图书馆(ACRL)高等教育信息素养框架已成为学术图书馆信息素养教学的典型指导文件。一个不直接教导框架,而是指导员(图书管理员)识别六个核心概念和纪律上下文指导的阈值概念,知识实践和处置。特殊收藏中的图书馆员必​​须考虑如何将这些框架应用于特定的学科,收集,机构和课程。本文侧重于地理空间信息素养教学,由图书馆员提供的,为地理空间数据和/或技术提供教学服务,从GiCIence课程到纳入数字奖学金的人文课程。在包括地理学识字和空间文字的地理扫盲和数据和数字文章中的独特混合,包括数据信息素养和新兴网络GISCIENCE扫盲使得GISCICE成为地图和地理图书馆员的纪律,这些学科将占据影响学习者的成功和推进教育学发展。

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