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Musings about information literacy in school settings. Old and new questions

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Presentation byTibor Koltay …

Presentation byTibor Koltay
Department of Information and Library Studies
Szent István University
Jászberény
&
Department of Library and Information Science
University of West Hungary
Szombathely, Hungary

Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011

Published in: Education

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    • 1. Musings about information literacy in school settings. Old and new questions
    • 2. Tibor Koltay Department of Information and Library Studies, Szent István University, Jászberény & Department of Library and Information Science, University of West Hungary Szombathely Hungary [email_address] Tibor KOLTAY
    • 3. A basic idea
        • Is responsibility for information literacy education in the Web 2.0 era solely up to public librarians? (Godwin, 2008).
        • It is integral part of all librarians ’ role;
        • There are differences .
      Tibor KOLTAY
    • 4. Strong enough?
      • Information literacy
        • especially the lack of information literacy
        • is of more importance to information professionals ,
        • than to other players of the information and education arena (Bawden and Robinson, 2009).
      Tibor KOLTAY
    • 5. The Digital Renewal Action Plan (2010)
        • Uses both information literacy and digital literacy.
        • Both restricted to the efficient use of ICT
        • insufficient understanding (Badke, 2010)
      Tibor KOLTAY
    • 6. LIS education
        • Szent István University
        • University of West Hungary
      • A minimal framework
        • Definitions of IL;
        • The different literacies (incl. digital literacy);
        • Literacy, functional literacy;
      Tibor KOLTAY
    • 7.
        • The importance of information literacy for information professionals in context of the changing role of library and lifelong learning
        • University of Pécs
        • specialization in information literacy pedagogy
      Tibor KOLTAY
    • 8. Old questions
        • Does the present educational practice prepare schoolchildren for approaching information critically?
        • Is it fit for lifelong learning?
      Tibor KOLTAY
    • 9. Still valid
        • Furnishing schools with new electronic equipment
        • Education for the skills to use it
      • Does it contribute to equal opportunity among schoolchildren? (Dömsödy, 2005)
      Tibor KOLTAY
    • 10. Different cultures
        • Librarians and teachers of computing have difficulty to understand each other and to cooperate
        • In the Bologna system there is no possibility to acquire a degree as a teacher librarian.
        • Teachers of computing are educated in big masses.
      Tibor KOLTAY
    • 11. Computing teachers
        • The requirements for the entry and graduation, as well as curricula are not adequate to teach the whole spectrum of IL.
        • It is restricted to computing (Dömsödy, 2011).
      Tibor KOLTAY
    • 12. Are digital natives information literate?
        • False mythology.
        • „ Today ’s highly technological students continue to fail miserably at most aspects of sophisticated information handling (Badke, 2010).
      Tibor KOLTAY
    • 13. Digital natives
        • This generation is far from being homogeneous (Selwyn, 2009).
      • Exaggerated claims: both positive or negative
      Tibor KOLTAY
    • 14. Multitasking
        • Students need to learn when is it necessary to focus their attention (Rheingold, 2010)
      Tibor KOLTAY
    • 15. Good practice from Hungary
      • The Digital fortress game
        • Part of the eMapps project for motivating active Participation of primary schoolchildren in digital online technologies for creative opportunities through multimedia.
        • Players apply traditional and digital resources in challenging and competitive situations (Ördögné 2008)
      Tibor KOLTAY
    • 16. References
        • Badke, W. (2010). Why Information Literacy is Invisible. Communications in Information Literacy , Vol. 4, No. 2, 129-141. http://www.comminfolit.org/index.php/cil/article/view/Vol4-2010PER3/119
        • Bawden, D. & Robinson, L. (2009). The dark side of information: overload, anxiety and other paradoxes and pathologies. Journal of Information Science, Vol. 35, No. 2, 180-191.
        • Dömsödy, A. (2011). Az információs műveltségről alkotott nézetek. Könyvtári Figyelő , Vol. 57, No. 1, http://ki.oszk.hu/kf/2011/04/az-informacios-muveltsegrol-alkotott-nezetek/
        • Dömsödy A. (2005). Információs társadalom, informatika és könyvtár-pedagógia. Iskolakultúra , Vol. 15, No. 12, 12-20.
        • Godwin, P. (2008). Introduction: making the connections, in Godwin, P. & Parker, J.(Ed.) Information literacy meets Library 2.0, Facet, London, 3-18.
        • Ördögné Kovács, M. (2008) Lost in the sea of information. Introducing the Digital Fortress game . (English abstract) Játékok és mobil technológia a tanulásban. Szombathely: Savaria University Press.
        • Rheingold, H. (2010). Attention, and Other 21st-Century Social Media Literacies. EDUCAUSE Review , Vol. 45, No. 5, , 14-24.
        • Selwyn, N. (2009). The digital native – myth and reality. Aslib Proceedings, Vol. 61, No. 4, 364-379.
      Tibor KOLTAY