This document proposes a strategic framework for developing information literacy in Europe. It begins with defining information literacy and explaining its importance for lifelong learning, education, and society. The document then outlines a methodology for creating an information literacy strategy based on existing models.
The proposed strategic framework includes establishing the context, developing a mission and vision, setting goals and actions, identifying stakeholders, and referencing standards. The goals aim to raise awareness of information literacy, institutionalize it, and integrate it into education curricula across all sectors. Example actions include organizing events, marketing to stakeholders, and embedding information literacy into existing curricula.
By providing a starting point and structure, this framework aims to facilitate further discussion and development of
Este guión para un video trata sobre la Sociedad de la Información y el Conocimiento en México. Presenta tres desafíos principales: 1) Pertenecer a la era tecnológica actual requiere grandes retos. 2) El retraso tecnológico de México es difícil de superar. 3) Hacer uso de las nuevas herramientas tecnológicas trae ventajas y desventajas. El guión propone ver la tecnología como un medio de progreso y trabajar para superar los rezagos tecnoló
ADVANCED PAYLOADS
The MA THOR Twin system provides versatile multi-payload configurations utilizing cutting edge sensors and systems with modular installation to accomplish a wide variety of missions. The advanced modular MA THOR Twin UAS architecture separates safety critical flight systems from mission systems providing great flexibility and cost optimization in integration of new and indigenous payloads.
www.marquesaviation.com
Este guión para un video trata sobre la Sociedad de la Información y el Conocimiento en México. Presenta tres desafíos principales: 1) Pertenecer a la era tecnológica actual requiere grandes retos. 2) El retraso tecnológico de México es difícil de superar. 3) Hacer uso de las nuevas herramientas tecnológicas trae ventajas y desventajas. El guión propone ver la tecnología como un medio de progreso y trabajar para superar los rezagos tecnoló
ADVANCED PAYLOADS
The MA THOR Twin system provides versatile multi-payload configurations utilizing cutting edge sensors and systems with modular installation to accomplish a wide variety of missions. The advanced modular MA THOR Twin UAS architecture separates safety critical flight systems from mission systems providing great flexibility and cost optimization in integration of new and indigenous payloads.
www.marquesaviation.com
HML's Ireland October 2014 Commercial Bulletin contains all of the latest Ireland economic and financial data, including house prices, the unemployment rate and a Budget blog from Angela Keegan at Myhome.ie.
Enhanced Dynamic Web Caching: For Scalability & Metadata ManagementDeepak Bagga
Abstract: These days web caching suffers from many problems like scalability, robustness, metadata management etc. These problems degrade the performance of the network and can also create frustrating situations for the clients. This paper discusses several web caching schemes such as Distributed Web Caching (DWC), Distributed Web Caching with Clustering (DWCC), Robust Distributed Web Caching (RDWC), Distributed Web Caching for Robustness, Low latency & Disconnection Handling (DWCRLD). Clustering improves the retrieval latency and also helps to provide load balancing in distributed environment. But this cannot ensure the scalability issues, easy handling of frequent disconnections of proxy servers and metadata management issues in the network. This paper presents a strategy that enhances the clustering scheme to provide scalability even if size of the cluster grows, easy handling of frequent disconnections of proxy servers and a structure for proper management of cluster’s metadata. Then a comparative table is given that shows its comparison with these schemes.
O documento descreve um projeto pedagógico interdisciplinar sobre a história da formação e desenvolvimento da cidade de Cabeceiras-PI. O projeto envolverá pesquisas, entrevistas e visitas ao local para investigar aspectos políticos, culturais e socioeconômicos da cidade. Os alunos se reunirão quinzenalmente e apresentarão seus achados ao final do projeto.
A round-up of the latest UK economic news, including a reminder of the key announcements in George Osborne's Budget, inflation falling to 0%, the latest unemployment figures and David Cameron's comments about his re-election.
threat to malaria control. Resistance to rifampicin, a
The threat of antimicrobial resistance is growing due to both appropriate and inappropriate use of antibiotics in humans and animals. Many infections are becoming difficult or impossible to treat as bacteria evolve resistance. While strategies have been implemented, more action is needed worldwide to curb resistance and preserve the effectiveness of existing drugs. This book examines experiences addressing resistance in different areas and progress since 2001, highlighting the need for continued efforts, especially political commitment, to combat the threat.
Digital drugs are being discussed in an article in Ittihad newspaper. The article was written by Naser Almalood and discusses how digital technologies can be misused like drugs. It provides a link to a YouTube video about the topic and closes by thanking the reader for their time.
The document provides guidance on effective moderating for usability testing. It discusses that usability testing involves observing users complete tasks while thinking aloud. The moderator plays several roles in guiding the participant and gathering useful feedback. The document outlines best practices for moderators, such as staying neutral, knowing testing goals, and using open-ended questions. It emphasizes the importance of moderating skillfully to obtain valid insights from participants. Regular practice and self-evaluation are recommended for moderators to continuously improve.
The document discusses four perspectives on the role of technology and education in today's society: 1) A merchantilist approach where the market controls technology development to maximize profits. 2) A technocentrist view that technology advancement determines society's future. 3) A critical view that technology should empower society, not governments. 4) An apocalyptic view that technology leads to loss of values and cultural standardization. It also notes technology's educational potential if used properly, but warns of dangers like addiction if misused.
DNA fingerprinting is a technique used to identify individuals by analyzing patterns in their DNA. It involves extracting DNA from a sample, cutting the DNA into fragments of varying lengths using restriction enzymes, sorting the fragments by size via electrophoresis, and then transferring and labeling the fragments to produce a unique pattern or "fingerprint" that can be used for criminal investigations, diagnosing genetic disorders, or other identification purposes. The process involves 6 main steps: extracting DNA, cutting and sorting fragments, transferring DNA to a nylon sheet, adding probes, washing excess probes, and reading the fingerprint pattern.
Report on Finalised Information Literacy Case StudiesEmpatic Project
This report provides case studies of Information Literacy initiatives across four learning sectors: Higher Education, Schools, Vocational Education, and Adult Education. In each sector, the report identifies key problems or potential benefits of Information Literacy based on previous Empatic project deliverables. For each sector, 2-3 case studies are then summarized that address one or more of the identified issues. The case studies provide concrete examples of Information Literacy initiatives to raise awareness among policymakers of how Information Literacy can be implemented and the benefits it provides to different learning sectors.
Selected methodological issues in creating the Information Literacy developme...Empatic Project
Paper by Sabina Cisek and Maria Maria Próchnicka
Jagiellonian University Krakow, Poland
The 3rd Qualitative and Quantitative Methods in Libraries International Conference (QQML2011),
Venue: Athens Greece
Date: 24 -‐ 27 May 2011
The document discusses strategic modeling for developing information literacy. It outlines key assumptions for an effective strategic model, including viewing information literacy as a key competence for lifelong learning, recognizing its importance across all education sectors, and taking a holistic approach that emphasizes its universal and continuous nature. The strategic model should be aligned with other EU frameworks for lifelong learning and focus on learning outcomes over inputs. It should involve stakeholders from various sectors in coherent policy and cooperation.
Digital Inclusion: Best practices from eLearningeLearning Papers
Author: David Casacuberta Sevilla.
E-learning 4 E-inclusion (EL4EI) is an EU-funded project seeking to build a community for those with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning charter which will be a reference tool for professionals working towards social inclusion.
Report on Current State and Best Practices in Information LiteracyEmpatic Project
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
HML's Ireland October 2014 Commercial Bulletin contains all of the latest Ireland economic and financial data, including house prices, the unemployment rate and a Budget blog from Angela Keegan at Myhome.ie.
Enhanced Dynamic Web Caching: For Scalability & Metadata ManagementDeepak Bagga
Abstract: These days web caching suffers from many problems like scalability, robustness, metadata management etc. These problems degrade the performance of the network and can also create frustrating situations for the clients. This paper discusses several web caching schemes such as Distributed Web Caching (DWC), Distributed Web Caching with Clustering (DWCC), Robust Distributed Web Caching (RDWC), Distributed Web Caching for Robustness, Low latency & Disconnection Handling (DWCRLD). Clustering improves the retrieval latency and also helps to provide load balancing in distributed environment. But this cannot ensure the scalability issues, easy handling of frequent disconnections of proxy servers and metadata management issues in the network. This paper presents a strategy that enhances the clustering scheme to provide scalability even if size of the cluster grows, easy handling of frequent disconnections of proxy servers and a structure for proper management of cluster’s metadata. Then a comparative table is given that shows its comparison with these schemes.
O documento descreve um projeto pedagógico interdisciplinar sobre a história da formação e desenvolvimento da cidade de Cabeceiras-PI. O projeto envolverá pesquisas, entrevistas e visitas ao local para investigar aspectos políticos, culturais e socioeconômicos da cidade. Os alunos se reunirão quinzenalmente e apresentarão seus achados ao final do projeto.
A round-up of the latest UK economic news, including a reminder of the key announcements in George Osborne's Budget, inflation falling to 0%, the latest unemployment figures and David Cameron's comments about his re-election.
threat to malaria control. Resistance to rifampicin, a
The threat of antimicrobial resistance is growing due to both appropriate and inappropriate use of antibiotics in humans and animals. Many infections are becoming difficult or impossible to treat as bacteria evolve resistance. While strategies have been implemented, more action is needed worldwide to curb resistance and preserve the effectiveness of existing drugs. This book examines experiences addressing resistance in different areas and progress since 2001, highlighting the need for continued efforts, especially political commitment, to combat the threat.
Digital drugs are being discussed in an article in Ittihad newspaper. The article was written by Naser Almalood and discusses how digital technologies can be misused like drugs. It provides a link to a YouTube video about the topic and closes by thanking the reader for their time.
The document provides guidance on effective moderating for usability testing. It discusses that usability testing involves observing users complete tasks while thinking aloud. The moderator plays several roles in guiding the participant and gathering useful feedback. The document outlines best practices for moderators, such as staying neutral, knowing testing goals, and using open-ended questions. It emphasizes the importance of moderating skillfully to obtain valid insights from participants. Regular practice and self-evaluation are recommended for moderators to continuously improve.
The document discusses four perspectives on the role of technology and education in today's society: 1) A merchantilist approach where the market controls technology development to maximize profits. 2) A technocentrist view that technology advancement determines society's future. 3) A critical view that technology should empower society, not governments. 4) An apocalyptic view that technology leads to loss of values and cultural standardization. It also notes technology's educational potential if used properly, but warns of dangers like addiction if misused.
DNA fingerprinting is a technique used to identify individuals by analyzing patterns in their DNA. It involves extracting DNA from a sample, cutting the DNA into fragments of varying lengths using restriction enzymes, sorting the fragments by size via electrophoresis, and then transferring and labeling the fragments to produce a unique pattern or "fingerprint" that can be used for criminal investigations, diagnosing genetic disorders, or other identification purposes. The process involves 6 main steps: extracting DNA, cutting and sorting fragments, transferring DNA to a nylon sheet, adding probes, washing excess probes, and reading the fingerprint pattern.
Report on Finalised Information Literacy Case StudiesEmpatic Project
This report provides case studies of Information Literacy initiatives across four learning sectors: Higher Education, Schools, Vocational Education, and Adult Education. In each sector, the report identifies key problems or potential benefits of Information Literacy based on previous Empatic project deliverables. For each sector, 2-3 case studies are then summarized that address one or more of the identified issues. The case studies provide concrete examples of Information Literacy initiatives to raise awareness among policymakers of how Information Literacy can be implemented and the benefits it provides to different learning sectors.
Selected methodological issues in creating the Information Literacy developme...Empatic Project
Paper by Sabina Cisek and Maria Maria Próchnicka
Jagiellonian University Krakow, Poland
The 3rd Qualitative and Quantitative Methods in Libraries International Conference (QQML2011),
Venue: Athens Greece
Date: 24 -‐ 27 May 2011
The document discusses strategic modeling for developing information literacy. It outlines key assumptions for an effective strategic model, including viewing information literacy as a key competence for lifelong learning, recognizing its importance across all education sectors, and taking a holistic approach that emphasizes its universal and continuous nature. The strategic model should be aligned with other EU frameworks for lifelong learning and focus on learning outcomes over inputs. It should involve stakeholders from various sectors in coherent policy and cooperation.
Digital Inclusion: Best practices from eLearningeLearning Papers
Author: David Casacuberta Sevilla.
E-learning 4 E-inclusion (EL4EI) is an EU-funded project seeking to build a community for those with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning charter which will be a reference tool for professionals working towards social inclusion.
Report on Current State and Best Practices in Information LiteracyEmpatic Project
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
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Learning Outcomes
After reading this chapter, you should be able to
1.1 Define information literacy and defend the importance of becoming information literate.
1.2 Compare and contrast the four skill sets needed for information literacy.
1.3 Identify and discuss the six steps of the research process.
1.4 Explain how and why researchers use APA Style.
Chapter 1 introduces you to the concept of information literacy and to the Association of College and Research
Libraries’ information literacy framework. After defining information literacy, the chapter explains how improving
1Introduction to Information Literacy
LuminaStock/iStock/Thinkstock
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your own information literacy can enrich your personal, professional, and academic life. The chapter also describes
the skills needed to become information literate. It then provides an overview of the research process and, lastly,
introduces a set of guidelines—called APA Style—that researchers commonly use to format their work.
Review the videos in the following interactive to meet your Reading Coach and learn about two useful reading
strategies.
Next
Final words
rom your
reading coach
About active
reading
About SQ3R
Meet your
reading coach
Welcome! Click on the options below or the next
button to meet your reading coach and learn about
helpul reading strategies.
Reading CoachReading Coach
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Chainarong Prasertthai/iStock/Getty Images Plus
Our level of digital informational literacy is
determined by how we think about,
evaluate, and utilize the information we
encounter every day from channels such as
email, social media messages, news on the
Internet or television, or print ads.
1.1 What Is Information Literacy, and Why Does It Matter?
Your Road Map to Success: Section 1.1
Learning Outcome 1.1: Define information literacy and defend the importance of becoming information
literate.
Why is this important?
An ability to define information literacy will give you a critical foundation for academic success and help you
understand information literacy in a way that is relevant and meaningful to you. As an example of this
outcome’s importance, consider Marisa, a college freshman. When she first encountered the term
“information literacy,” she guessed that it referred to an ability to locate and understand information, skills
she was confident she already possessed. Now that she’s learned the complete definition of information
literacy, however, she recognizes ...
10/22/2021 Print
https://content.uagc.edu/print/Winckelman.6528.21.1?sections=ch01,ch01sec1.1,ch01sec1.2,ch01sec1.3,ch01sec1.4,ch01summary&content=all&clientToken=21801… 1/37
Learning Outcomes
After reading this chapter, you should be able to
1.1 Define information literacy and defend the importance of becoming information literate.
1.2 Compare and contrast the four skill sets needed for information literacy.
1.3 Identify and discuss the six steps of the research process.
1.4 Explain how and why researchers use APA Style.
Chapter 1 introduces you to the concept of information literacy and to the Association of College and Research
Libraries’ information literacy framework. After defining information literacy, the chapter explains how improving
1Introduction to Information Literacy
LuminaStock/iStock/Thinkstock
10/22/2021 Print
https://content.uagc.edu/print/Winckelman.6528.21.1?sections=ch01,ch01sec1.1,ch01sec1.2,ch01sec1.3,ch01sec1.4,ch01summary&content=all&clientToken=21801… 2/37
your own information literacy can enrich your personal, professional, and academic life. The chapter also describes
the skills needed to become information literate. It then provides an overview of the research process and, lastly,
introduces a set of guidelines—called APA Style—that researchers commonly use to format their work.
Review the videos in the following interactive to meet your Reading Coach and learn about two useful reading
strategies.
Next
Final words
rom your
reading coach
About active
reading
About SQ3R
Meet your
reading coach
Welcome! Click on the options below or the next
button to meet your reading coach and learn about
helpul reading strategies.
Reading CoachReading Coach
10/22/2021 Print
https://content.uagc.edu/print/Winckelman.6528.21.1?sections=ch01,ch01sec1.1,ch01sec1.2,ch01sec1.3,ch01sec1.4,ch01summary&content=all&clientToken=21801… 3/37
Chainarong Prasertthai/iStock/Getty Images Plus
Our level of digital informational literacy is
determined by how we think about,
evaluate, and utilize the information we
encounter every day from channels such as
email, social media messages, news on the
Internet or television, or print ads.
1.1 What Is Information Literacy, and Why Does It Matter?
Your Road Map to Success: Section 1.1
Learning Outcome 1.1: Define information literacy and defend the importance of becoming information
literate.
Why is this important?
An ability to define information literacy will give you a critical foundation for academic success and help you
understand information literacy in a way that is relevant and meaningful to you. As an example of this
outcome’s importance, consider Marisa, a college freshman. When she first encountered the term
“information literacy,” she guessed that it referred to an ability to locate and understand information, skills
she was confident she already possessed. Now that she’s learned the complete definition of information
literacy, however, she recognizes ...
The goal of engineering doctorate (EngD) training is a unique educational programme in that improves information literacy of a doctoral study with the needs and innovations of the respective industrial sector.
Based on the six core concepts of The Framework of Information Literacy in Higher Education, this paper extracted the specific requirements for the literacy of engineering doctoral students, and proposed to improve their information literacy ability from the comprehensive ability (innovation, leadership, execution).
In view of the interdisciplinary integration and innovation of EngD students, this paper proposes an information literacy promotion framework based on team role model, which links the knowledge innovation process, information literacy ability and role positioning, and integrates conventional information literacy cultivation methods and promotion methods into the education process of EngD students. This team role model is illustrated through the use of a case study based on the work of AI electron Microscopy.
This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.
The impact of Science Literacy delivery methods - what works?NIDA-Net
This report summarizes research on the impact of different methods for delivering science literacy. Over 2,000 impact assessment studies from the 1990s onward were reviewed across 7 categories of delivery mechanisms. The research aimed to analyze the strengths and weaknesses of each mechanism and identify gaps. While most studies were small-scale, digital technologies like online learning and social media have increased science communication and raised questions about their long-term impacts, which require more systematic large-scale research. The report recommends standardizing evaluation tools to help consolidate efforts and further improve science literacy delivery.
Change2020 RIS3 workbook for learning-driven regional developmentBusiness Arena Oy
Download link: http://www.businessarena.fi/wp-content/uploads/2015/03/Change2020-RIS3workbook-learning.pdf
Workbook provides a practical view on how project organizations, regions and project consortiums involved in regional development projects can together meet the smart specialisation requirements of EU programme period 2014-2020 and end with better results by synergy creation. The approaches described in this workbook can be used to orchestrate the regional development activity of a project onrganization, a region or a project consortium.
Theoretical Basis, Methods and Methods of Formation and Determination of Pote...ijtsrd
Information Technology to adequately study and formulate their thinking skills in this field. Because, as the day goes by, Information Systems, which are fundamental for information technology, are constantly developing and being enriched with various modes, technologies. This requires repeated study and a certain amount of time, if the potential for knowledge and skills learned in the school is not formed. Murodova Zarina Rashidovna "Theoretical Basis, Methods and Methods of Formation and Determination of Potential in the Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37928.pdf Paper Url :https://www.ijtsrd.com/engineering/computer-engineering/37928/theoretical-basis-methods-and-methods-of-formation-and-determination-of-potential-in-the-educational-system/murodova-zarina-rashidovna
The document provides information about the objectives and curriculum of a Post Graduate Diploma program in Advertising and Public Relations. Some of the key details summarized are:
- The program aims to provide both conceptual learning and hands-on training in areas such as advertising, public relations, marketing research, and communication skills.
- It is divided into two semesters with the first focusing on concepts and the second on practical group projects, individual research projects, and a one-month industry internship.
- Some papers and topics covered include communication theory, marketing, advertising principles, media planning, creativity, public relations, digital marketing, and consumer behavior.
- Assessment involves both theoretical and practical components with group
Presentació del programa Compartim a la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology
Presentación del programa Compartim en la 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Presentation of the program Compartim in 5th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, New York Institute of Technology.
Nova York, 10 d'octubre de 2008.
Coding for Integration – Best practices from AustriaDaniela Wolf
Teaching coding to refugees as a measure of integration is currently gaining momentum all over the world. Since 2016, numerous coding schools have been established, for example Refugees on Rails, HackYourFuture, CodeYourFuture, refugees{code}, among others. Such initiatives are aiming higher than just filling the demands of the IT job market. They offer their participants tools as well as a community to navigate digital landscapes effectively and develop their technological fluency. Although these coding schools share similar objectives as educational institutions, their work is done by rapid and iterative testing of ideas in a way that traditional education institutions are not able to, possibly because of factors such as regulations, internal processes or mere traditions. In Austria, refugees{code} is the only coding school which offers a program specifically for refugees. Participants are offered the opportunity to dedicate themselves to coding during a time in which application for employment or university is still difficult due to several reasons. Learning to code is not only an efficient use of their time but can give them focus and structure in a period of being in a state of limbo. To evaluate the impact of such approaches, the authors pay attention to refugees{code} and share the lessons learned in teaching programming to refugees based on an empirical technique called action research. Therefore, this paper reports on three programming courses for refugees and seeks to offer practical advice for further research and the implementation of such courses into the educational system.
The document discusses frameworks for assessing 21st century skills. It proposes a model called the KSAVE framework that categorizes 10 important 21st century skills into knowledge, skills, and attitudes/values/ethics. It analyzes existing frameworks according to this model. The document also provides examples of potential assessments, such as a technology-led design assessment called eSCAPE.
1.
Strategic
Models
for
Information
Literacy
Authors:
Sabina
Cisek,
Maria
Próchnicka
This
project
has
been
funded
with
support
from
the
European
Commission
2.
Empower Autonomous Learning through Information Competencies
Stategic
Models
for
Information
Literacy
Authors:
Sabina
Cisek,
Maria
Próchnicka
Date: January 2011
This
project
has
been
funded
with
support
from
the
European
Commission
3. TABLE OF CONTENTS
TABLE OF CONTENTS .................................................................................................. 2
INTRODUCTORY REMARKS ......................................................................................... 3
SCOPE AND PURPOSE ................................................................................................. 4
METHODOLOGY .......................................................................................................... 5
THE STRATEGY FOR INFORMATION LITERACY DEVELOPMENT – A POSSIBLE
FRAMEWORK WITH SOME TENTATIVE CONTENT ........................................................ 7
CONCLUSIONS ......................................................................................................... 13
Page 2 of 15
4. INTRODUCTORY REMARKS
The present text constitutes Deliverable 4.1 of the Work Package 4 of the EMPATIC
project.
As this report is one part of the larger work, it should be read together with the
previous EMPATIC’s products, in particular – the Deliverable 1.1, entitled Report on
current state and best practices in Information Literacy, where the concept of
Information Literacy (IL) itself has been discussed and defined. Also, in Deliverable
1.1, various aspects, dimensions and levels of IL have been meticulously
characterized on the basis of an extensive literature research.
In addition, this paper is directly related to the Deliverable 4.2 of the Work Package 4,
Illustrative Case Studies, where the selected examples of the IL “good practices” in
Europe have been described and analyzed.
The EMPATIC project is funded under the EU Lifelong Learning Programme (LLP) and
has a transversal nature. Consequently, the present document exposes the
educational side1 of Information Literacy development and takes into account four
learning sectors encompassed by LLP, related to the four ongoing sectoral
programmes, that is school (Comenius), higher education (Erasmus), vocational
(Leonardo da Vinci) and adult (Grundtvig).
1
This has to be underlined, because there are other aspects of Information Literacy development, such as
information content, resources or ICT connectivity building.
Page 3 of 15
5. SCOPE AND PURPOSE
The aim of this paper is to create a conceptual, generic and tentative framework for the
strategy/strategic model of Information Literacy development, so that subsequent, more specific IL
models could be “deduced”. It is intended to set the ground and provide a starting point for further
discussion on the “sectoral” sub-strategies of Information Literacy development.
The two fundamental features of the proposed framework are as follows:
─ the model of IL development takes a strategic approach. It is based on the assumption that
Information Literacy is critically important for well-being and success of today’s individuals,
societies and nations, so has to be a matter of an organized, planned and rational action on
the European and national levels;
─ this is not a model of Information Literacy itself, but a strategy for Information Literacy
development, mainly, but not only, by teaching/learning, in different contexts and on various
levels.
Building a strategy for Information Literacy development is an effortful enterprise, for a number of
reasons:
─ first of all, the notion AND practice of Information Literacy themselves – as the desk
research has shown (see Deliverable 1.1) – are multi-dimensional, have various aspects
and contexts;
─ secondly, there is no established or commonly agreed-on methodology for working out the
Information Literacy strategies. Sheila Corrall, a well-known researcher in the field, states:
“Further research is needed to review existing strategy models, tools and techniques and
assess their suitability for IL strategy development (…)” and continues “Other areas
suggested for future research include the investigation of relationships between IL
strategies and other organizational strategies (…); and comparative studies of IL strategy
development in different sectors (…)” (Corrall 2008, p. 35);
─ thirdly, although there are some formal strategic documents related to Information Literacy
development in existence they are of narrow scope and constrained to one organization, in
particular – a university. Moreover, those strategies are usually not “proper” ones, that is –
do not encompass all required elements and issues (Corrall 2008) (for an example see
IFLA Information Literacy Section Strategic Plans at
http://www.ifla.org/en/publications/information-literacy-section-strategic-plan).
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6. METHODOLOGY
When creating a strategic model for Information Literacy development one has to take
into account the two following aspects:
─ the formal structure of a strategy – what should any strategic document include
– e.g. components, frame, length, appendices, etc.;
─ the subject content – related to a particular area of Information Literacy,
learning sector, etc..
At the moment, as has been mentioned earlier, there are no ready tools or techniques
for creating Information Literacy development strategies. The appropriate knowledge
and methods coming from the Management Sciences achievements may be used
here. Protzko, reviewing already cited Corral (2008) paper, notices: “One or more
strategic management models or tools available could improve IL strategy
development, consistency, and coherency. (…) Conforming to strategic planning
norms could strengthen IL strategy. Elements of models from the public or private
sectors might be tailored to meet the specific needs of IL strategies. Further research
could identify suitable strategy models for IL development. The process of
implementing IL strategy should also be considered in future research” (Protzko
2008).
Valuable guidelines for the content and structure of Information Literacy development
strategies – in the teaching/learning environments – are given in the Characteristics
of Programs of Information Literacy that Illustrate Best Practices: A Guideline by the
American Library Association / Association of College and Research Libraries
(ALA/ACRL 2003). Although the terms “strategy” or “strategic model” are not used in
that document, the elements proposed there are relevant to strategic thinking, and
include:
─ Mission
─ Goals and Objectives
─ Planning
─ Administrative and Institutional Support
─ Articulation with the Curriculum
─ Collaboration
─ Pedagogy
─ Staffing
─ Outreach
─ Assessment/Evaluation
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7. To conclude, any strategy should embrace at least the following parts:
─ Context – accepted values, assumptions, background, definitions, environment,
situation analysis
─ Mission/vision statement
─ Aims/Goals/Objectives
─ Actions – action plans, responsibilities, targets, timescales
─ Standards
─ Stakeholders
─ Outcomes, performance measures
─ References
─ Appendices, e.g. illustrative best practice cases
In the next section of this document the above listed structural elements are used to
build the framework for the proposed Information Literacy development strategy.
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8. THE STRATEGY FOR INFORMATION LITERACY DEVELOPMENT – A POSSIBLE FRAMEWORK WITH
SOME TENTATIVE CONTENT
1. Context with elements of situational analysis
1.1. What is Information Literacy?
As already noted, the meanings of the term “Information Literacy” are described in
detail in the Deliverable 1.1 of the EMPATIC project. So, here we cite only one, but
very influential definition of “Information Literacy” by American Library Association /
Association of College and Research Libraries:
“People – as individuals and as a nation – must be information literate. To be information
literate, a person must be able to recognize when information is needed and have the ability to
locate, evaluate, and use effectively the needed information” (ALA/ACRL 1989).
and
“Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all
learning environments, and to all levels of education. It enables learners to master content and
extend their investigations, become more self-directed, and assume greater control over their
own learning. An information literate individual is able to:
─ determine the extent of information needed;
─ access the needed information effectively and efficiently;
─ evaluate information and its sources critically;
─ incorporate selected information into one’s knowledge base;
─ use information effectively to accomplish a specific purpose;
─ understand the economic, legal, and social issues surrounding the use of information,
and access and use information ethically and legally” (ALA/ACRL 2011).
1.2. Information Literacy is important
Information literacy is widely recognized as an essential competence for participation
in general and higher education, the workplace and society. In UNESCO’s Alexandria
Proclamation on Information Literacy and Lifelong Learning we read:
“Information Literacy (…) is crucial to the competitive advantage of individuals, enterprises
(especially small and medium enterprises), regions and nations; provides the key to effective
access, use and creation of content to support economic development, education, health and
human services, and all other aspects of contemporary societies (…)”. And also: “Information
Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek,
evaluate, use and create information effectively to achieve their personal, social, occupational
and educational goals. It is a basic human right in a digital world and promotes social inclusion
of all nations” (Alexandria Proclamation, 2005).
In Europe Information Literacy is unappreciated, its role is undervalued, and it has
been frequently equated with the Digital Literacy (Basili 2008a). For example – in the
official EU document Key Competences for Lifelong Learning – A European Framework
– there is a separate part on Digital Competence, defined as “the confident and critical
use of Information Society Technology (IST) for work, leisure and communication”,
but not on Information Literacy.
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9. Information Literacy development ought to be a matter of strategic thinking, not left
to library and information community only, and ad hoc actions. The strategy should be
prepared by the key stakeholders in the process, working collaboratively.
1.3. Information Literacy “environment”
The Information Literacy contexts, making a background for the IL development
strategy are presented by Figures 1 and 2.
Figure 1. Contexts and dimensions of Information Literacy
Page 8 of 15
10. Figure 2. IL-related competencies
2. Mission
─ Mainstreaming of Information Literacy at the national and European Union
levels
3. Vision
─ Information literate – at least at the basic level (see Deliverable 1.1, p. 66) –
citizens, business, government, societies in Europe
4. Goals
─ Raising society-wide Information Literacy awareness
─ “Institutionalization” of Information Literacy
─ Integrating Information Literacy in curricula in all levels and sectors of the
educational systems in Europe
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11. 5. Actions (examples)
─ Within the goal “Raising society-wide Information Literacy awareness”
o To organize IL-oriented “events” (conferences, meetings, happenings,
etc.) addressed to different professional and social groups
o To provide targeted marketing to the IL stakeholders and potential
“support groups”
o To utilize the Internet power and influence, e.g. to create IL-oriented
websites, to promote IL concept in the social media
─ Within the goal “Institutionalization of Information Literacy”
o To establish official bodies responsible for Information Literacy
o To produce formal documents, establishing the legal ground for the IL
development at national and European levels
─ Within the goal “Integrating Information Literacy in curricula in all levels and
sectors of the educational systems in Europe”
o To embed IL content into existing curricula of different kind
o To advance knowledge and understanding of Information Literacy among
school teachers and universities’ faculty, e.g. by “training of trainers”
6. Stakeholders
Information Literacy (potential) stakeholders are both organizations (formal or
informal) and individuals, listed here in the alphabetical order:
─ Business organizations
─ Citizens (“everybody”) themselves
─ European Union agencies, in particular those connected with the education,
lifelong learning and information society areas, e.g. EACEA (the Education,
Audiovisual and Culture Executive Agency)
─ Interested researchers, scientists
─ Libraries and the library and information science (LIS) communities and
associations
─ Local authorities
─ National governments, including appropriate ministries (of education,
information society, regional development etc.)
─ NGO – nongovernmental organizations
─ Other interested individuals, e.g. Information Literacy bloggers, activists
─ School authorities, schools of different level and type, headmasters and
teachers
─ Universities and other higher education bodies
The division of IL development responsibilities and areas of action amongst potential
stakeholders should be a matter of further diagnosis and decisions.
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12. 7. Information Literacy standards and performance indicators
One can find in the literature a number of Information Literacy standards, or
standard-like statements, fully or partly related to the four learning sectors, i.e.
school, higher education, vocational and adult ones. But, it has to be emphasised that
the most-known, elaborated and recognized standards, frequently embracing also the
IL performance measures, are connected predominantly with the higher education
sector. In particular, there do not exist “ready-to-use”, fully developed Information
Literacy standards for the adult/lifelong learning sector.
The examples of IL standards or proto-standards that may be of use at least as
“starting points” for further discussion, are collected in Table 1.
Table 1: Selected Information Literacy standards and “proto-standards”
Learning Related LLP
Information Literacy standards
sector programme
A fragment on Information Literacy in
Partnership for 21st Century Skills (2009). Framework
Grundtvig –
Adult for 21st Century Learning.
Adult
sector http://www.p21.org/documents/P21_Framework_Definit
learning
ions.pdf
by the Partnership for 21st Century Skills
SCONUL Advisory Committee on Information Literacy
(1999). Information skills in higher education.
http://www.sconul.ac.uk/groups/information_literacy/pa
pers/Seven_pillars2.pdf
by the Society of College, National and University
HE –
Erasmus – Libraries SCONUL
Higher
Higher or
Education
education ALA/ACRL (2000). Information Literacy Competency
sector
Standards for Higher Education.
http://www.ala.org/ala/mgrps/divs/acrl/standards/infor
mationliteracycompetency.cfm
by the Association of College and Research Libraries
ACRL, a division of the American Library Association ALA
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13. ALA/AASL (2007). Standards for the 21st-Century
Learner.
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandst
andards/learningstandards/AASL_LearningStandards.pdf
Comenius – by the American Association of School Librarians AASL
School
Action for (a division of the American Library Association ALA)
sector
school or – as an example of “detailed” approach –
Nevada Department of Education (2003). Nevada
Information literacy Standards. Information Literacy
Content Standards for K-12 grades.
http://www.doe.nv.gov/Standards/IL/infolit.pdf
U.S. Department of Labor (1991). What Work Requires
of Schools. A SCANS Report for America 2000.
VET
http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf
Vocational Leonardo
Education da Vinci – or
and Vocational Bruce, Christine Susan (1999). Workplace experiences
Training training of information literacy. International Journal of
sector Information Management Volume 19, p. 33-47.
(“Seven Faces” of Information Literacy in the workplace)
In addition, it is reasonable to connect the IL standards and performance measures –
seen in the context of creating the Europe-wide Information Literacy development
strategy – with the other EU actions and conceptual frames, particularly those
pertaining to lifelong learning and education.
At the moment, the most important enterprise in this regard seems to be EQF – the
European Qualification Framework for Lifelong Learning. In the European Commission
document we read: “As an instrument for the promotion of lifelong learning, the EQF
encompasses all levels of qualifications acquired in general, vocational as well as
academic education and training. Additionally, the framework addresses qualifications
acquired in initial and continuing education and training. The eight reference levels are
described in terms of learning outcomes. (…) In the EQF a learning outcome is defined
as a statement of what a learner knows, understands and is able to do on completion
of a learning process. The EQF therefore emphasizes the results of learning rather
than focusing on inputs such as length of study. Learning outcomes are specified in
three categories – as knowledge, skills and competence” (European Commission
2008, p. 3).
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14. CONCLUSIONS
To create functional, detailed, and – what is most important – practically
implementable strategic models for Information Literacy development in Europe
further work is needed, particularly in two directions:
─ working out the proper formal structure of strategic documents, adequate for
the Information Literacy area
─ working out the specific, learning sector oriented IL strategies content.
This further work can only be achieved by the team-work of co-operating IL
stakeholders of various backgrounds.
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15. REFERENCES AND SELECTED LITERATURE
• ALA/AASL (2007). Standards for the 21st-Century Learner.
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards
/AASL_LearningStandards.pdf
• ALA/ACRL (2000). Information Literacy Competency Standards for Higher
Education.
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.
cfm
• ALA/ACRL (2003). Characteristics of Programs of Information Literacy that
Illustrate Best Practices: A Guideline.
http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm
• Basili, Carla (2008a). Information and education policies in Europe: key factors
influencing Information Literacy academic policies in Europe. In: Information
Literacy at the crossroads of Education and Information Policies in Europe. Ed.
Carla Basili. Roma: Consiglio Nazionale delle Ricerche, p. 18-32.
• Basili, Carla (2008b). Theorems of Information Literacy. A mathematical-like
approach to the discourse of Information Literacy. In: Seria III: ePublikacje
Instytutu INiB UJ. Red. Maria Kocójowa. Nr 5. Biblioteka: klucz do sukcesu
użytkowników. Kraków: Instytut Informacji Naukowej i Bibliotekoznawstwa UJ.
http://www-old.inib.uj.edu.pl/wyd_iinb/s3_z5/basili-n.pdf
• Bruce, Christine Susan (1999). Workplace experiences of information literacy.
International Journal of Information Management Volume 19, p. 33-47.
• Catts, Ralph; Lau, Jesus (2008). Towards Information Literacy Indicators. Paris:
UNESCO. http://unesdoc.unesco.org/images/0015/001587/158723e.pdf
• Corrall, Sheila (2008). Information literacy strategy development in higher
education: an exploratory study. International Journal of Information Management
Volume 28, p. 26-37.
• European Communities (2007). Key Competences for Lifelong Learning – A
European Framework. http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-
learning/keycomp_en.pdf
• European Communities (2008). The European Qualification Framework for Lifelong
Learning (EQF). http://ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf
• IFLA (2011a). InfoLit Global. http://www.infolitglobal.info/en/
• IFLA (2011b). Information Literacy Section Strategic Plan.
http://www.ifla.org/en/publications/information-literacy-section-strategic-plan
• Information Literacy Website. http://www.informationliteracy.org.uk/
• Library of the University of the Sunshine Coast, Queensland, Australia (2011).
Information Literacy Strategy.
http://www.usc.edu.au/University/Library/About/InformationLiteracy/
• Partnership for 21st Century Skills (2009). Framework for 21st Century Learning.
http://www.p21.org/documents/P21_Framework_Definitions.pdf
• Protzko, Shandra (2008). Information Literacy Strategy Development: Study
Prescribes Strategic Management Framework for Academic Institutions. Evidence
Based Library and Information Practice Volume 3 Number 4.
http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/4149
Page 14 of 15
16. • SCONUL Advisory Committee on Information Literacy (1999). Information skills in
higher education.
http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf
• U.S. Department of Labor (1991). What Work Requires of Schools. A SCANS
Report for America 2000. http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf
• UNESCO (2005). Beacons of the Information Society. The Alexandria Proclamation
on Information Literacy and Lifelong Learning.
http://archive.ifla.org/III/wsis/BeaconInfSoc.html
• UNESCO (2011). Information Literacy. UNESCO’s action to provide people with the
skills and abilities for critical reception, assessment and use of information and
media in their professional and personal lives.
http://portal.unesco.org/ci/en/ev.php-
URL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html
• Webber, Sheila; Johnson, Bill (2006). Information Literacy: Standards and
statements. http://dis.shef.ac.uk/literacy/standards.htm
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17. http://empat-ic.eu/eng/
Project funded by the European Commission
under the Lifelong Learning Programme
This publication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
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