The authors describe the point of view of the teachers for the information literacy skills of the undergraduate students. The methodology is based on the case study of the Navigate Project and in particular the game “Navigator’’ which was the result of the collaboration of the interdisciplinary team of the Navigate Project. The reflection of the teachers describes the three skills that teachers expect from undergraduate students and the design and delivery of embedded courses for information literacy. In conclusion, serious games could stimulate the transformation to an active teaching and learning facilitating the collaboration of teachers and librarians for improving students skills.

Serious Games for Learning Information Literacy: The Teacher’s Point of View / Valero Gisbert, Maria Joaquina; Longhi, Elisabetta; Cabassi, Nicoletta. - In: THE INTERNATIONAL INFORMATION & LIBRARY REVIEW. - ISSN 1057-2317. - (2021), pp. 1-6. [10.1080/10572317.2021.1909256]

Serious Games for Learning Information Literacy: The Teacher’s Point of View

Maria Joaquina Valero Gisbert;Elisabetta Longhi;NIcoletta Cabassi
2021

Abstract

The authors describe the point of view of the teachers for the information literacy skills of the undergraduate students. The methodology is based on the case study of the Navigate Project and in particular the game “Navigator’’ which was the result of the collaboration of the interdisciplinary team of the Navigate Project. The reflection of the teachers describes the three skills that teachers expect from undergraduate students and the design and delivery of embedded courses for information literacy. In conclusion, serious games could stimulate the transformation to an active teaching and learning facilitating the collaboration of teachers and librarians for improving students skills.
Serious Games for Learning Information Literacy: The Teacher’s Point of View / Valero Gisbert, Maria Joaquina; Longhi, Elisabetta; Cabassi, Nicoletta. - In: THE INTERNATIONAL INFORMATION & LIBRARY REVIEW. - ISSN 1057-2317. - (2021), pp. 1-6. [10.1080/10572317.2021.1909256]
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11381/2892854
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