Informační vzdělávání pro učitele
| Title in English | Information Education for Teachers |
|---|---|
| Authors | |
| Year of publication | 2015 |
| Type | Monograph |
| MU Faculty or unit | |
| Citation | |
| Description | The core theme – information literacy and information education realized by and dedicated to teachers - is systematically and deeply described in this book. Teachers´ information literacy can be considered as new phenomena, occasionally occurring in the Czech education environment. The book is divided into two both independent and connected parts. The first part focuses on systematic approach to information literacy and especially describes the Model of information literacy, which represents the source and the roots of all intellectual proceedings in this part of the book. Authors of the book systematically analyze and present the Transition Model of Information Literacy and strive for its inclusion in the broader context of pedagogical as well as philosophical or sociological consequences. The model consists of seven parts - problem definition, information retrieval, information analysis, organization of information, communication, creation of knowledge and documents. They are assigned a layer of self-directed information education. It covers the topics of security, ethics and information hygiene - terms we might describe as personal information management. The specificity of the model lies not only in the existence of self-directed information education, but also in a careful analysis of all possible transitions. Compared to other models, the our one offer not only a cyclic or vice versa fragmentary approach to work with information, but strives for a model based on a careful analysis of information behavior. The second part shows the possible implementation of described themes into the field of enhancing of information literate teachers. The book is the first attempt to codify teachers´ information literacy and is an essential springboard for training teachers in this area. |
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