| Higher Education in the Internet Age: Libraries Creating a Strategic Edge Contributor(s): Breivik, Patricia Senn (Author), Gee, Gordon E. (Author) |
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ISBN: 0275981940 ISBN-13: 9780275981945 Publisher: Rowman & Littlefield Publishers OUR PRICE: $75.05 Product Type: Hardcover Published: March 2006 Annotation: Far too often, presidents, academic vice presidents, and other campus leaders fail to take advantage of the contributions their campus libraries can make toward achieving institutional visions and priorities. In this age of information, libraries can and should be one of the primary strategic tools. By highlighting the extensive and successful use some campus leaders have made of library resources and personnel, the authors hope to inspire others to see their libraries strategically. Based on their 1989 award-winning book in the ACE series, Information Literacy: Revolution in the Library, this new work from Breivik and Gee addresses the unique challenges of today's information-overloaded culture while responding to the significant changes that have occurred on campuses during the past fifteen years. Chief among these changes are the pervasive use of the Internet, growing community engagement, distance education, the emphasis on more active learning, and the assessment of student learning outcomes. The work is enriched by a series of key issue statements about topics that have emerged within today's wired society, and by vignettes highlighting best practices that have been extracted from interviews with leaders in education, business, and government. This book is the result of a long-time friendship between a highly successful and innovative university president and a highly successful and innovative librarian. University and college presidents and chief academic officers; faculty and staff working with accreditation standards; accrediting associations and their staffs; deans; department chairs; and librarians should all find this work an invaluable resource. Featuring commentary fromleading educators and administrators, including: Barbara L. Cambridge of the National Council of Teachers of English, Oswald M. T. Rattery of the Middle States Commission on Higher Education, Gordon W. Smith of California State University, and Camilla P. Benbow of Vanderbilt University. |
| Additional Information |
| BISAC Categories: - Education | Computers & Technology - Language Arts & Disciplines | Library & Information Science - General - Education | Higher |
| Dewey: 027.702 |
| LCCN: 2005032674 |
| Series: ACE/Praeger Series on Higher Education |
| Physical Information: 1.16" H x 6.38" W x 9.54" (1.45 lbs) 340 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This new work from Breivik and Gee addresses the unique challenges of today's information-overloaded culture while responding to the significant changes that have occurred on campuses during the past fifteen years. Chief among these changes are the pervasive use of the Internet, growing community engagement, distance education, the emphasis on more active learning, and the assessment of student learning outcomes. The work is enriched by a series of key-issue statements about topics that have emerged within today's wired society, and by vignettes highlighting best practices that have been extracted from interviews with leaders in education, business, and government. Far too often, presidents, academic vice presidents, and other campus leaders fail to take advantage of the contributions their campus libraries can make toward achieving institutional visions and priorities. In this age of information, libraries can and should be one of the primary strategic tools. By highlighting the extensive and successful use some campus leaders have made of library resources and personnel, the authors hope to inspire others to see their libraries strategically. Based on their 1989 award-winning book in the ACE series, Information Literacy: Revolution in the Library, this new work from Breivik and Gee addresses the unique challenges of today's information-overloaded culture while responding to the significant changes that have occurred on campuses during the past fifteen years. Chief among these changes are the pervasive use of the Internet, growing community engagement, distance education, the emphasis on more active learning, and the assessment of student learning outcomes. The work is enriched by a series of key issue statements about topics that have emerged within today's wired society, and by vignettes highlighting best practices that have been extracted from interviews with leaders in education, business, and government. This book is the result of a long-time friendship between a highly successful and innovative un |