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Bobcatsss presentation B.Devilee
 

Bobcatsss presentation B.Devilee

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Towards improvement of information literacy in the digital era through useful and meaningful educational programmes

Towards improvement of information literacy in the digital era through useful and meaningful educational programmes


If you can't find it on Google it does not exist.

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  • My name is Barbara Devilee and I am a lecturer at the Institute for media and information management. I want to mention first that the students I teach are not going to be librarians. In my department educate the students to work as an editor for a magazine a television programme or they can become book editors or publishers. Today I want to share my experiences with you. Almost one year ago I started to lecture in ICT, new media, and media culture This is an account of the quest of a beginning lecturer in media publishing and ICT (higher education) who is trying to find the best way to make new students (more) information literate.

Bobcatsss presentation B.Devilee Bobcatsss presentation B.Devilee Presentation Transcript

  • If you can’t find it on it doesn’t exist . Towards improvement of information literacy in the digital era through useful and meaningful educational programmes
  • Hogeschool van Amsterdam Drs Barbara Devilee Lecturer @ Institute for Media and Information Management
    • My experiences as a beginning lecturer.
    • How to make students more information literate.
  •  
  • Our Students Had Problems With:
    • Formulating keywords
    • Using categories
    • Paying attention to their information retrieval
    • Planning, and strategy of their research
    • Evaluating their findings and the sources
  • Where Do These Problems Come From?
    • I decided to look into:
    • Previous training (Dutch educational system)
    • Technological changes
    • Social changes
    • Curriculum Media and Information Management
  • Previous Training
    • 97% of all secondary school teachers in the Netherlands tell their students to look for information on the Internet (surface web, using search engines)
    • Students do this web research at home
    • 40% of the students think that the teacher’s instructions on how to find information are useful and effective
    • (Kennisnet, 2008)
  • Deep web and surface web The Deep Web refers to internet content that is not part of the Surface Web, which is indexed by search engines. It is estimated that the Deep Web is several orders of magnitude larger than Surface Web. (Wikipedia)
    • Previous education does not prepare students for doing desk research.
    • They know how to define an information problem but not how to formulate keywords or use categories.
    • They do not know of the existence of deep web or how to use public databases.
    Previous Training
  • Technological Changes The Google Myth Tools and Toys WYSIWIG Culture / Design for Simplicity
  • The Google Myth
    • 89% of all online search actions start at a search engine.
    • Only 3% of scientific information (required in higher education) can be retrieved directly via search engines.
    • Relevance as indicated by Google, is relative.
  • Tools and Toys
    • “ Anything we grow up with is not technology to us. It simply is.”
    • (Kranenburg, R. 2008)
  • WYSIWIG Culture / Design for Simplicity
    • Intuitive design makes technology invisible.
  • Social Changes We Are How We Read Power Browsing The Myth of Multitasking Lack of Attention
  • We Are How We Read
    • “ The medium is the massage.”
    • (McLuhan, M.)
    • The way information is presented to us influences the way we process this information and the way we structure our thoughts.
  • Power Browsing Term coined in a CIBER Briefing paper (British Library) Doing research by skimming websites and scanning indexes (Centre for Information Behaviour and the Evaluation of Research)
  • (British Library /CIBER, 2008)
  • The Myth of Multitasking
    • Attention
  • Lack of Attention
    • “ Amid the glittering promise of our new technology and the wondrous potential of our scientific gains, we are nurturing a culture of fragmentation and detachment. In this new world, something is missing and that something is attention.”
    • (Jackson, M. 2008 )
  • Our Curriculum
    • Research is an essential component in the curriculum of the Institute of Media and Information Management.
    • The emphasis lies on field research and market research.
  • Conclusion
    • Students do their desk research highly intuitively, without any plan or strategy. This is because they are used to doing it in that way.
    • Students are laxer in performing desk research than in doing field research.
  • Recommendations
    • Desk research should get more attention in our curriculum.
    • We should teach a standardized way of doing desk research.
    • Focus should be on planning and strategy.
    • Hands-on training using databases and deep web is essential.
  • Challenge