Design Principles for Digital Badges Used in Libraries

Autor/inn/en	Rimland, Emily; Raish, Victoria
Titel	Design Principles for Digital Badges Used in Libraries
Quelle	In: Journal of Electronic Resources Librarianship, 29 (2017) 4, S.211-220 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-126X
DOI	10.1080/1941126X.2017.1378540
Schlagwörter	Design Requirements; Credentials; Electronic Publishing; Technology Uses in Education; Information Literacy; College Libraries; Educational Technology; Instructional Design; Learning Theories + Suchen Sie Ihr Suchwort? Design preferences; Gestaltungsmittel; Studienbuch; Elektronisches Publizieren; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationskompetenz; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning theory; Lerntheorie
Abstract	Digital badges give libraries greater flexibility in delivering impactful instruction to students. They serve as flexible, stackable microcredentials that sequence an information literacy experience across the curriculum. Design considerations rooted in learning theory have a foundation through which to drive decisions. Information literacy badges have unique considerations that need to be made through the perspective of a learning theory. This article elaborates on essential design decisions for information literacy digital badges and gives suggestions for best practices. Educational technology without intention may give students a shiny object to reach for, but it often lacks substance. Using the content of this article as a basis for your information literacy digital badges will strengthen the initiative and give validity to external evaluators. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01