<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nina Heinze</style></author><author><style face="normal" font="default" size="100%">Schnurr, Jan-Mathis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">i-literacy - Konzeption, Entwicklung und Implementation eines Modells zur Förderung von Informationskompetenz</style></title><tertiary-title><style face="normal" font="default" size="100%">Arbeitsbericht</style></tertiary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">E-Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Informationskompetenz</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://opus.bibliothek.uni-augsburg.de/volltexte/2009/1404/</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">24</style></number><pub-location><style face="normal" font="default" size="100%">Augsburg</style></pub-location><abstract><style face="normal" font="default" size="100%">In 2007 the Institute for Media und Educational Technology at the University of Augsburg, Germany, initiated a project to help foster information literacy skills of students in the academic context, to enable them to complete scientific tasks in their courses efficiently and effectively, as well as to instill in them key competencies for researching, evaluating, compiling, arranging and presenting information. We view these competencies as vital not only for the students' performance in courses, but also as central for their careers after they leave the university. This project was named &quot;i-literacy&quot;. Over the course of the two years of its development, from its original conception to the actual implementation, i-literacy devolved to an infrastructure for a blended learning arrangement which combines an e-learning platform with curricular courses and informal study groups. The goal of this work report is to provide an overview of the development cycle of the project. We begin with didactical and theoretical influences, cover studies that aimed at evaluating the students' habits with and needs for information technologies, illustrate the conception of i-literacy as an infrastructure conducive for learning, its composition of technical, organizational and cultural pillars, and close with what we view as further potential of development, including expanding i-literacy to other academic facilities and reinitializing i-literacy as an open educational resource.</style></abstract><custom2><style face="normal" font="default" size="100%">imb - Institut für Medien und Bildungstechnologie</style></custom2><custom3><style face="normal" font="default" size="100%">Universität Augsburg</style></custom3></record></records></xml>
