SLIC/JISC/Scotland's CoP FE Libraries conference 2012cirving
This document summarizes an online community of practice called "Information Skills for a 21st century Scotland" hosted on the website www.therightinformation.org. The community aims to continue the work of the previous Scottish Information Literacy Project and support the development of information literacy skills. The website contains resources like the Scottish Information Literacy Framework and allows practitioners across sectors to connect, share expertise and work towards creating a more information literate Scotland. Members are encouraged to get involved by using discussion boards, contributing materials, and engaging with the first meeting topics of interest around developing core information literacy skills in various contexts and sectors.
This document describes an online community of practice called "Information Skills for a 21st Century Scotland" hosted at www.therightinformation.org. The community aims to continue the work of the Scottish Information Literacy Project and support the development of information literacy in Scotland. Key aspects of the community include the Scottish Information Literacy Framework, an archive of information literacy resources, and discussion forums for practitioners to share expertise and collaborate. Members are encouraged to get involved by contributing to the framework, sharing practices through the discussion board, and building the community. The goal is to create an information literate Scotland by connecting practitioners across different sectors.
Improving information skills in the workplace: an overview of research findings cirving
This document summarizes research on information skills and literacy in the workplace. It finds that while the term "information literacy" is not widely used in workplace settings, the skills it encompasses around finding, evaluating, and using information are important. However, formal training on these skills is rarely provided in the workplace. The document also outlines several studies conducted by the authors, which found that information sharing and learning in the workplace is often informal and social. Conclusions from the research emphasize the importance of interpersonal relationships in developing information skills on the job.
This document discusses the changing role of library and information science education in India. It notes that society has transitioned from agrarian to industrial to knowledge-based, and LIS education must adapt accordingly. Specifically, it outlines trends like a shift from traditional to digital libraries, a focus on information and knowledge management skills over basic librarianship, and the need for LIS educators to balance traditional and web-based/technology-focused education. The document concludes that LIS educators have an important role to play in preparing information professionals for a globalized, knowledge-based 21st century environment.
Software Strategies for Retooling the WorkforceEd Dodds
Professor Tapio Varis gave a keynote address at the National Software Conference in Nigeria on strategies for retooling the workforce through software and technology. He discussed how Nigeria can benefit from UNESCO's e-learning program through partnerships between education institutions, Cross River State, and UNESCO. Varis proposed recommendations such as developing strategies and educational environments to demystify technology innovation, exploring future school models, continuing the national Software Competition, and establishing an international e-learning center for research and standards.
Begin at the beginning - Information and Critical Literacy in Curriculum for...cirving
LILAC 2010 Presentation - Christine Irving, Scottish Information Literacy Project
Begin at the beginning - Information and Critical Literacy in Curriculum for Excellence Early & First Level (Nursery & Primary Schools)
SLIC/JISC/Scotland's CoP FE Libraries conference 2012cirving
This document summarizes an online community of practice called "Information Skills for a 21st century Scotland" hosted on the website www.therightinformation.org. The community aims to continue the work of the previous Scottish Information Literacy Project and support the development of information literacy skills. The website contains resources like the Scottish Information Literacy Framework and allows practitioners across sectors to connect, share expertise and work towards creating a more information literate Scotland. Members are encouraged to get involved by using discussion boards, contributing materials, and engaging with the first meeting topics of interest around developing core information literacy skills in various contexts and sectors.
This document describes an online community of practice called "Information Skills for a 21st Century Scotland" hosted at www.therightinformation.org. The community aims to continue the work of the Scottish Information Literacy Project and support the development of information literacy in Scotland. Key aspects of the community include the Scottish Information Literacy Framework, an archive of information literacy resources, and discussion forums for practitioners to share expertise and collaborate. Members are encouraged to get involved by contributing to the framework, sharing practices through the discussion board, and building the community. The goal is to create an information literate Scotland by connecting practitioners across different sectors.
Improving information skills in the workplace: an overview of research findings cirving
This document summarizes research on information skills and literacy in the workplace. It finds that while the term "information literacy" is not widely used in workplace settings, the skills it encompasses around finding, evaluating, and using information are important. However, formal training on these skills is rarely provided in the workplace. The document also outlines several studies conducted by the authors, which found that information sharing and learning in the workplace is often informal and social. Conclusions from the research emphasize the importance of interpersonal relationships in developing information skills on the job.
This document discusses the changing role of library and information science education in India. It notes that society has transitioned from agrarian to industrial to knowledge-based, and LIS education must adapt accordingly. Specifically, it outlines trends like a shift from traditional to digital libraries, a focus on information and knowledge management skills over basic librarianship, and the need for LIS educators to balance traditional and web-based/technology-focused education. The document concludes that LIS educators have an important role to play in preparing information professionals for a globalized, knowledge-based 21st century environment.
Software Strategies for Retooling the WorkforceEd Dodds
Professor Tapio Varis gave a keynote address at the National Software Conference in Nigeria on strategies for retooling the workforce through software and technology. He discussed how Nigeria can benefit from UNESCO's e-learning program through partnerships between education institutions, Cross River State, and UNESCO. Varis proposed recommendations such as developing strategies and educational environments to demystify technology innovation, exploring future school models, continuing the national Software Competition, and establishing an international e-learning center for research and standards.
Begin at the beginning - Information and Critical Literacy in Curriculum for...cirving
LILAC 2010 Presentation - Christine Irving, Scottish Information Literacy Project
Begin at the beginning - Information and Critical Literacy in Curriculum for Excellence Early & First Level (Nursery & Primary Schools)
This document discusses 21st century learners and learning environments. It notes that today's learners are digital natives who are technology dependent and prefer learning that is meaningful and relevant. It identifies the key attributes of 21st century learners as being curious, critical thinkers, communicators, collaborators, and creative thinkers. The document also discusses the structures, tools, and communities needed to support 21st century learning, including flexible learning spaces, access to digital tools, and communities that foster collaboration. It emphasizes teaching 21st century skills like critical thinking, communication, and media literacy to help students learn and succeed.
Information literacy in employability training: the experience of Inverclyde ...cirving
LILAC 2010 Presentation - Dr John Crawford
Information literacy in employability training: the experience of Inverclyde Libraries. Evaluating a training programme
My international adventure: Great Public Library Tour Part 1Jane Cowell
The document summarizes the author's international tour of 21 libraries over 12 days visiting libraries in the United States and Canada. It provides details on libraries visited in Cuyahoga County, Ohio and 4 provinces in Canada, including an overview of the Cuyahoga County Public Library system which has expanded with 9 new branches in the last 4 years focusing on flexibility, sustainability, and digital media. The summary concludes with impressions of the Toronto Public Library Service and a focus on children's programming and learning at libraries visited.
The role of the African Diaspora in Norway in enhancing innovation in Africa:
Innovation-Theory, Knowledge Economy,Competition
Innovation in the New Economy
The Innovation Models
The Paradigm Shift
The Options for Africa
The Role of the African Diaspora
The document discusses the evolution of the term "information literacy" and related concepts. It explores various definitions of information literacy, information competence, and 21st century skills. It also examines frameworks and studies that promote the development of information literacy and the important role of school libraries in teaching these skills to students.
Dr. Sandra Hirsh, professor and director at the San Jose State University School of Library and Information Science, delivered the opening keynote presentation at the Library 2.013 Worldwide Virtual Conference on October 18, 2013.
In this keynote presentation, Hirsh summarizes the global and technical trends impacting all sectors of the library and information field, highlights the role libraries can serve as the technological and educational hub for their communities, and defines the new roles and skills that will be required of information professionals to help their organizations thrive in today’s global information market.
A recording of the presentation is available here: http://www.library20.com/page/2-013-recordings
This document outlines an information literacy lecture that defines key terms and concepts. The objectives are to define elements of information, recognize pertinent guide questions leading to information literacy, and create a log of the stages and elements of information literacy in a given scenario. It then provides definitions of information and the stages of information literacy. Finally, it presents a disaster scenario for students to apply their information literacy skills by answering a matrix of questions.
This document discusses theories and models of information literacy. It covers social constructivism as the main theoretical base for information literacy. Learners construct new knowledge by connecting it to existing concepts. Three prominent models are described: Kuhlthau's 6-stage information search process model, Stripling and Pitts' 10-step thinking frame model, and the Big6 program's 6-step learning model for defining tasks, seeking information, locating sources, using and synthesizing information, and evaluating the process. References are provided.
Role of Libraries in transforming Society.pdfDr Trivedi
Libraries play an important role in transforming society by promoting education, preserving cultural heritage, and providing equal access to knowledge resources. The document discusses the historical role of libraries in India's independence movement and how libraries can empower communities. It outlines the shifting roles of libraries from traditional collections to managing digital content and supporting lifelong learning. Libraries are described as social institutions that promote democracy by facilitating discourse on issues.
Wayne State University, School of Library and Information ScienceWSU-SLIS
A general introduction to the School of Library and Information Science.
Degrees and Certificate programs reviewed include:
Master of Library and Information Science (On-campus and Online)
Joint MLIS and MA in History Degree Program
School Library Media Specialist Endorsement
Graduate Certificate in Archival Administration
Graduate Certificate in Information Management (online)
Graduate Certificate in Public Library Services to Children and Young Adults (online)
Specialist Certificate in Library and Information Science
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education encourages international development by connecting teaching methods worldwide and prioritizing global access to primary, secondary, and university education to prepare students for multinational careers. As education is foundational to global stability, developing multicultural awareness from a young age can help students arrive at balanced conclusions on global issues and prepare them for increasingly connected futures. However, potential downsides include increased technological gaps between developed and developing countries, as well as opportunities for new forms of colonization through education.
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education seeks to interconnect teaching methods worldwide to encourage global access to education from primary to university levels and to develop students' multicultural awareness and prepare them for multinational careers. As education serves to promote global stability, globalization affects education through their shared goals of preparing students for successful futures in increasingly interconnected nations.
21st century skills how do we prepare students for the new global economyongengtek
The document discusses preparing students for the 21st century global economy. It describes the Partnership for 21st Century Skills, which aims to teach critical thinking, problem solving, communication and collaboration skills. These "21st century skills" are important for the modern workforce. The framework outlines core subjects, themes, and skills including information/media literacy, technology skills, and life/career skills. It also discusses supporting systems to develop these skills and calls individuals to support initiatives in their own countries.
Libraries & SDGs for Media and Information Literate Lives in the 21st CenturySheila Webber
This document discusses the role of public libraries and information literacy in supporting the United Nations Sustainable Development Goals. It outlines UNESCO's missions for public libraries, which include promoting literacy, education, creativity, cultural heritage, and access to information. The document emphasizes that media and information literacy is important throughout people's lives as societies and information environments change rapidly. It argues that libraries and librarians should play a key role in developing people's situational awareness of media and information issues to support lifelong learning and the SDGs.
Marketplace Ministry & Vocation for STEM/Tech Professionals Workshop Chinese ...City Vision University
This presentation in on Marketplace Ministry and Vocation workshop for Christians in Science, Technology, Engineering and Math field. It was presented to the Chinese Bible Church of Greater Boston by Andrew Sears.
Npi pesentation to laurentian board of governors december 2013 v23xladeroutejon
Northern Policy Institute presented to Laurentian University's Board of Governors on its recent history and current status. Key points:
- NPI was recommended in Northern Ontario's Growth Plan and was established in 2012 with $5 million in funding.
- NPI has commissioned research projects on topics like education, data access, and economic self-sufficiency in Northern Ontario.
- NPI's goals are to enhance measurement and availability of data, build sustainable community capacity, and enhance self-sufficiency in Northern Ontario.
- NPI is working with university partners to provide research opportunities for faculty and students and build expertise in areas relevant to Northern Ontario.
Information Competencies: A Bridge to Narrow the North-South Knowledge GapsJesus Lau
Mortenson Distinguished Lecture
Mortenson Center for International Library Programs
University of Illinois at Urbana-Champaign
Urbana, Illinois, USA
September 23, 2003
Selematsela re orienting the role of the informaiton specialist in the knowle...FOTIM
1) The document discusses the changing role of information specialists in the knowledge society, where data sharing and management are increasingly important.
2) It emphasizes the benefits of open data sharing, such as greater knowledge development and research impact, and the need for data preservation policies and partnerships with data organizations.
3) The document argues that information specialists can add value through communities of practice, electronic document management, bibliometric analysis, and supporting data monitoring and evaluation.
Open Education and Open Development – working togetherMarieke Guy
The document summarizes Marieke Guy's presentation on open education and open development at OKFestival in Berlin. It discusses the LinkedUp EU project which links open data for education. It introduces the Open Education Working Group which brings together groups interested in open education globally. It outlines activities of the working group like an open education handbook and booksprints. It discusses using open data and technology to help address problems in education in the developing world and potential next steps for collaboration between open education and open development communities.
This document discusses 21st century learners and learning environments. It notes that today's learners are digital natives who are technology dependent and prefer learning that is meaningful and relevant. It identifies the key attributes of 21st century learners as being curious, critical thinkers, communicators, collaborators, and creative thinkers. The document also discusses the structures, tools, and communities needed to support 21st century learning, including flexible learning spaces, access to digital tools, and communities that foster collaboration. It emphasizes teaching 21st century skills like critical thinking, communication, and media literacy to help students learn and succeed.
Information literacy in employability training: the experience of Inverclyde ...cirving
LILAC 2010 Presentation - Dr John Crawford
Information literacy in employability training: the experience of Inverclyde Libraries. Evaluating a training programme
My international adventure: Great Public Library Tour Part 1Jane Cowell
The document summarizes the author's international tour of 21 libraries over 12 days visiting libraries in the United States and Canada. It provides details on libraries visited in Cuyahoga County, Ohio and 4 provinces in Canada, including an overview of the Cuyahoga County Public Library system which has expanded with 9 new branches in the last 4 years focusing on flexibility, sustainability, and digital media. The summary concludes with impressions of the Toronto Public Library Service and a focus on children's programming and learning at libraries visited.
The role of the African Diaspora in Norway in enhancing innovation in Africa:
Innovation-Theory, Knowledge Economy,Competition
Innovation in the New Economy
The Innovation Models
The Paradigm Shift
The Options for Africa
The Role of the African Diaspora
The document discusses the evolution of the term "information literacy" and related concepts. It explores various definitions of information literacy, information competence, and 21st century skills. It also examines frameworks and studies that promote the development of information literacy and the important role of school libraries in teaching these skills to students.
Dr. Sandra Hirsh, professor and director at the San Jose State University School of Library and Information Science, delivered the opening keynote presentation at the Library 2.013 Worldwide Virtual Conference on October 18, 2013.
In this keynote presentation, Hirsh summarizes the global and technical trends impacting all sectors of the library and information field, highlights the role libraries can serve as the technological and educational hub for their communities, and defines the new roles and skills that will be required of information professionals to help their organizations thrive in today’s global information market.
A recording of the presentation is available here: http://www.library20.com/page/2-013-recordings
This document outlines an information literacy lecture that defines key terms and concepts. The objectives are to define elements of information, recognize pertinent guide questions leading to information literacy, and create a log of the stages and elements of information literacy in a given scenario. It then provides definitions of information and the stages of information literacy. Finally, it presents a disaster scenario for students to apply their information literacy skills by answering a matrix of questions.
This document discusses theories and models of information literacy. It covers social constructivism as the main theoretical base for information literacy. Learners construct new knowledge by connecting it to existing concepts. Three prominent models are described: Kuhlthau's 6-stage information search process model, Stripling and Pitts' 10-step thinking frame model, and the Big6 program's 6-step learning model for defining tasks, seeking information, locating sources, using and synthesizing information, and evaluating the process. References are provided.
Role of Libraries in transforming Society.pdfDr Trivedi
Libraries play an important role in transforming society by promoting education, preserving cultural heritage, and providing equal access to knowledge resources. The document discusses the historical role of libraries in India's independence movement and how libraries can empower communities. It outlines the shifting roles of libraries from traditional collections to managing digital content and supporting lifelong learning. Libraries are described as social institutions that promote democracy by facilitating discourse on issues.
Wayne State University, School of Library and Information ScienceWSU-SLIS
A general introduction to the School of Library and Information Science.
Degrees and Certificate programs reviewed include:
Master of Library and Information Science (On-campus and Online)
Joint MLIS and MA in History Degree Program
School Library Media Specialist Endorsement
Graduate Certificate in Archival Administration
Graduate Certificate in Information Management (online)
Graduate Certificate in Public Library Services to Children and Young Adults (online)
Specialist Certificate in Library and Information Science
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education encourages international development by connecting teaching methods worldwide and prioritizing global access to primary, secondary, and university education to prepare students for multinational careers. As education is foundational to global stability, developing multicultural awareness from a young age can help students arrive at balanced conclusions on global issues and prepare them for increasingly connected futures. However, potential downsides include increased technological gaps between developed and developing countries, as well as opportunities for new forms of colonization through education.
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education seeks to interconnect teaching methods worldwide to encourage global access to education from primary to university levels and to develop students' multicultural awareness and prepare them for multinational careers. As education serves to promote global stability, globalization affects education through their shared goals of preparing students for successful futures in increasingly interconnected nations.
21st century skills how do we prepare students for the new global economyongengtek
The document discusses preparing students for the 21st century global economy. It describes the Partnership for 21st Century Skills, which aims to teach critical thinking, problem solving, communication and collaboration skills. These "21st century skills" are important for the modern workforce. The framework outlines core subjects, themes, and skills including information/media literacy, technology skills, and life/career skills. It also discusses supporting systems to develop these skills and calls individuals to support initiatives in their own countries.
Libraries & SDGs for Media and Information Literate Lives in the 21st CenturySheila Webber
This document discusses the role of public libraries and information literacy in supporting the United Nations Sustainable Development Goals. It outlines UNESCO's missions for public libraries, which include promoting literacy, education, creativity, cultural heritage, and access to information. The document emphasizes that media and information literacy is important throughout people's lives as societies and information environments change rapidly. It argues that libraries and librarians should play a key role in developing people's situational awareness of media and information issues to support lifelong learning and the SDGs.
Marketplace Ministry & Vocation for STEM/Tech Professionals Workshop Chinese ...City Vision University
This presentation in on Marketplace Ministry and Vocation workshop for Christians in Science, Technology, Engineering and Math field. It was presented to the Chinese Bible Church of Greater Boston by Andrew Sears.
Npi pesentation to laurentian board of governors december 2013 v23xladeroutejon
Northern Policy Institute presented to Laurentian University's Board of Governors on its recent history and current status. Key points:
- NPI was recommended in Northern Ontario's Growth Plan and was established in 2012 with $5 million in funding.
- NPI has commissioned research projects on topics like education, data access, and economic self-sufficiency in Northern Ontario.
- NPI's goals are to enhance measurement and availability of data, build sustainable community capacity, and enhance self-sufficiency in Northern Ontario.
- NPI is working with university partners to provide research opportunities for faculty and students and build expertise in areas relevant to Northern Ontario.
Information Competencies: A Bridge to Narrow the North-South Knowledge GapsJesus Lau
Mortenson Distinguished Lecture
Mortenson Center for International Library Programs
University of Illinois at Urbana-Champaign
Urbana, Illinois, USA
September 23, 2003
Selematsela re orienting the role of the informaiton specialist in the knowle...FOTIM
1) The document discusses the changing role of information specialists in the knowledge society, where data sharing and management are increasingly important.
2) It emphasizes the benefits of open data sharing, such as greater knowledge development and research impact, and the need for data preservation policies and partnerships with data organizations.
3) The document argues that information specialists can add value through communities of practice, electronic document management, bibliometric analysis, and supporting data monitoring and evaluation.
Open Education and Open Development – working togetherMarieke Guy
The document summarizes Marieke Guy's presentation on open education and open development at OKFestival in Berlin. It discusses the LinkedUp EU project which links open data for education. It introduces the Open Education Working Group which brings together groups interested in open education globally. It outlines activities of the working group like an open education handbook and booksprints. It discusses using open data and technology to help address problems in education in the developing world and potential next steps for collaboration between open education and open development communities.
SWaRMA_IRBM_Module8_#1, Knowledge management and communication, Laurie et alICIMOD
This presentation is the part of 12-day (28 January–8 February 2019) training workshop on “Multi-scale Integrated River Basin Management (IRBM) from the Hindu Kush Himalayan Perspective” organized by the Strengthening Water Resources Management in Afghanistan (SWaRMA) Initiative of the International Centre for Integrated Mountain Development (ICIMOD), and targeted at participants from Afghanistan.
Information literacy policy issues and employability Christine Irving
This document discusses information literacy, policy issues, and employability. It provides definitions of information literacy from various organizations. Information literacy is described as knowing when and why information is needed, where to find it, how to evaluate, use, and communicate it ethically. The document discusses the long history of information literacy and debates around defining it. It also discusses skills strategies and compulsory education, as well as information literacy development in various contexts like the workplace, public libraries, and schools. Research findings show that information problems in the workplace often require using multiple formats, and graduates are less likely than employers would like to use sources beyond internet searching.
The document discusses the role of media and information literacy (MIL) in society. MIL is defined as the set of skills needed to access, evaluate, and share information and media content in various formats. Cultivating MIL skills in the population is essential for sustainable development. Key stakeholders in developing MIL include ministries of education and ICT, universities, libraries, and private sector representatives. The document also outlines models of information literacy, requirements and competencies, and categories important for creating an enabling MIL environment at the national level such as education policy and access.
This document discusses the development of an information literacy policy for Scotland. It begins by reviewing definitions of information literacy and past initiatives. It then discusses questions around what an information literacy policy is, who should create it, and how it relates to other policy areas. The document advocates for developing partnerships across sectors, conducting research, and creating a community of practice to share resources and advocate for information literacy. The overall goal is to establish a national framework for information literacy that spans education and lifelong learning.
21st Century Literacies and 21st Century Learners - Developing Information Li...Jesus Lau
This document discusses 21st century literacies and learners. It covers topics like information literacy, media literacy, and the skills needed to support educational outcomes in the digital age. These include communication skills, managing self, and professional competencies like managing people and tasks, communicating effectively, and mobilizing innovation and change. The document also examines how today's learners or "Net Geners" engage with social media and digital tools, and the role of libraries in teaching new literacies to serve networked individuals.
The document discusses challenges and opportunities for strengthening research and cooperation between higher education institutions in developing countries and the rest of the world. It summarizes INASP's work to improve access to scholarly information, build capacity through training programs, and support local publishing in developing regions. The document advocates for greater collaboration and partnerships across borders to strengthen the global research system and ensure knowledge from the developing world is represented in international debates.
The document discusses information literacy and how it is the defining paradigm of modern education. It defines information literacy as knowing how to learn by finding, evaluating, and applying information. The document outlines different types of literacies like basic literacy, library literacy, media literacy, and computer/visual literacy. It explains how views of education have changed with a focus on students as lifelong learners and problem solvers. Modern education emphasizes integrating information literacy skills across subjects to prepare students for an information-rich world.
1. The document discusses various types of literacies including information literacy, information and communication literacy, media literacy, and defines information and media literacy.
2. It explains that information literacy focuses on skills like problem solving, evaluation, and communication skills and enables people to recognize their information needs and locate and evaluate resources.
3. Media literacy is defined as the ability to access, analyze, evaluate, and create media messages and provides a framework for understanding the role of media in society.
4. The importance of information and media literacy is discussed as it allows people to effectively access, organize, analyze, evaluate, and create messages in different forms and engage in digital society.
Keynote 4 May 2017 at the International Congress on Education for the 21st Century (ICE2017), hosted by the Ministry of Education, Thailand and the Southeast Asian Ministers of Education Organization (SEAMEO).
Open Education and Digitalized Society - Digital Learning in a Borderless World. Or:
A helicopter view on South East Asia when digitalisation is penetrating education. Could ambitious benchmarks comparing with Nordic countries be established for the 11 countries and the cooperation among them?
The era of digitalisation sets a new agenda for learning and teaching. While globalisation, technology and demography are major trends influencing all sectors of society, including higher education – ICDE observes more specific trends setting the agenda:
• Online and open goes mainstream
• OER and MOOCs fuel innovation in education
• Shift to personalised learning and assessment
• Convergence of education, cognitive psychology and neuroscience
• Lack of funding and lack of understanding of the concept of online, open and flexible education – create hurdles
• Skills and lifelong learning a new global trend, with learners in the centre, we enter the new paradigm of lifelong learning.
• Quality first
Without direction digitalisation, education can go good or bad. The message is discussed: Put the learners first, lead digital transformation – and lead transformation of education. Go open, innovative and collaborative for inclusive and equitable quality education and lifelong learning for all.
Presentation by Sheila Corrall for Staff Development Week at Coleg Prifysgol y Drindod, Caerfyrddin/Trinity University College, Carmarthen on 2 September 2009. Explains the concept of Information Literacy and why it is vital for Higher Education Institutions to engage with IL at a strategic level. Outlines developments in the sector and presents a case study of the University of Sheffield highlighting the importance of stakeholder involvement and multi-professional partnerships. Concludes with strategic questions institutions need to consider.
Excellence: Leading for Library RelevanceJesus Lau
The document discusses strategies for libraries to remain relevant in higher education. It outlines challenges facing universities including limited resources, cost of education, and changing student and faculty needs. It argues that libraries must embrace new roles like becoming "antennas" that support teaching/research wherever it occurs, curating digital information, and embedding librarians in classrooms/labs. The document advocates for principles like user-centered management, digital curation, information fluency training, and collaboration within libraries and across institutions. The overall message is that libraries must adapt to new times and roles in order to continue adding value to their universities.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Presentation during the 14th Association of African Universities (AAU) Conference and African Open Science Platform (AOSP)/Research Data Alliance (RDA) Workshop in Accra, Ghana, 7-8 June 2017.
The document discusses the changing roles and skills needed for reference librarians. It notes that librarians now need skills in areas like technology, media, learning, gaming and community engagement. They may take on roles like learning consultants, innovation librarians, or community technology stewards. The skills and education of librarians also needs to evolve, focusing more on curiosity, self-directed learning, media competence and openness. Diversity of skills, professions and tasks within libraries will be important for innovation.
This document discusses information literacy. It defines information literacy as the ability to recognize when information is needed and to locate, evaluate, and effectively use that information. It notes that information literacy promotes lifelong learning and is an important skill in everyday tasks and decision making. The document outlines the history and definition of information literacy, its need, objectives, basic components, dimensions, and levels. It also discusses the role of librarians in developing users' information literacy skills through programs and instruction.
Similar to Information Development Terrain: Harvesting Knowledge Seeds (20)
Pon Curso UV - IA ChatGPT - Subase barco FINAL 23 05 11 .pptxJesus Lau
Este documento anuncia un curso presencial y en línea sobre cómo usar ChatGPT para la docencia. La primera sesión se llevará a cabo el 12 de mayo de 2023 en la Facultad de Pedagogía de la Universidad Veracruzana en Boca del Río, Veracruz, México. El curso explorará cómo incorporar ChatGPT en los procesos de aprendizaje y evaluación, y discutirá posibles políticas para regular su uso.
This document discusses the importance of trust in libraries and media/information skills. It notes that we are currently experiencing an international trust crisis, with the rise of populist governments, social media manipulation by governments and companies, lies over scientific data, and the overriding of social reality by political metaverses. However, libraries can serve as trustworthy information reservoirs, and developing media/information skills in citizens can help balance emotions with knowledge. Maintaining social trust requires cooperation between families, education systems, public institutions like libraries, and employers.
Pon CDMX MIL CNB Apertura 22 10 24 (1).pptxJesus Lau
Este documento presenta las palabras de apertura de Jesús Lau en la Semana MIL de la UNESCO en la Ciudad de México. Jesús Lau es investigador de la Universidad Veracruzana y Co-Presidente de la Alianza MIL de la UNESCO. El documento destaca las habilidades principales de pensamiento crítico como parte de las habilidades mediáticas e informacionales y proporciona enlaces a imágenes relacionadas con la calavera y el pensamiento crítico.
Pon Beijing Media MIL Curriculum 22 09 19.pptxJesus Lau
This document summarizes a presentation on UNESCO's new curriculum for Media and Information Literacy (MIL). It introduces MIL and the UNESCO MIL Alliance, whose objectives are to drive global MIL development, enable the MIL community to advocate collectively, and deepen the strategy to treat MIL as a composite concept. The core of the presentation focuses on the new second edition of UNESCO's MIL curriculum for educators and learners, which provides training modules to develop MIL competencies in critical thinking and using information wisely.
Pon Info Comp Aprend - Rubrica 22 09 07 .pptxJesus Lau
Identificar los elementos básicos para crear un programa de curso, que fomente el desarrollo de habilidades/competencias informacionales, las cuales son indispensables para procesos de aprendizaje e investigación.
Tendencias post-pandémicas: en educación e info-serviciosJesus Lau
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Convergence of Media and Information Skills, and The Role of UNESCO MIL AllianceJesus Lau
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Information Development Terrain: Harvesting Knowledge Seeds
1. Information Development Terrain:
Harvesting Knowledge Seeds
LIANZA 2010 Centenary Conference
“At the Edge / Te Matakáheru”
Dunedin, New Zealand,
November 28-30th, 2010
Supported by NZ National Library and KAREN
Jesus Lau
jlau@uv.mx / www.jesuslau.com
Director USBI-VER, y Coordinator, UV Virtual Library
Universidad Veracruzana
Boca del Rio, Veracruz, Mexico
www.uv.mx/usbi_ver
/ www.uv.mx/bvirtual
2. Topics
• Information development terrain
• Southern socio-economic development
• Harvesting knowledge seeds
• Information literacy opportunities
5. A Competitive World
• The world is not a charity planet, it is a highly
competitive place
• International trade competition is fierce
• Developing countries need to be able to harvest
knowlege to take better decisions
• Southern leaders seldom come to a negotiating
table with background information
• Their information competencies tend to be limited
6. Cognitive Capabilities
Socio-Economic and political development
terrain is best advanced by people who
are knowledge competent,
and who are able to harvest the required
knowledge/information seeds
7. Knowledge Competencies:
Leaders Need Information Skills
• Governments need to know about:
– Competitors and potential allies
– New goods and products entering to the world market
– New technologies
– New entrants to the economy
• Information/knowledge is essential to compete
• Example: China has taken 20 years to become a world
industrial power, but Mexico did not notice it until now
10. Wealth/Poverty Connotations
1. Income
– Gross National Income per Capita
2. Basic needs
– Food
– Health
– Housing
– Education
– Employment
3. Capability
– Information competencies / Knowledge harvesting
– Research
– Management
11. Developing Regions
(World Bank, 2009)
By Income Population GNI per capita
High Income 1,116,551,735 38,139
Upper-middle 1,001,743,859 7,471
Lower-middle 3,810,798,383 2,298
Low income 846,141,764 503
World 6,775´235,141 8,740
13. Internet: A great Venue for Information
• Internet is opening access to information
• Great amounts of resources are available
• Some information aggregators are giving information
away
• However, low use capacity limits Information benefits in
Southern populations
14. Information Development in the
Southern Hemisphere
• Publishing is limited
• Scientific serials are just a few
• Nobel prizes are not from developing
countries
• Reference publications are also scarce
15. Information / Knowledge Chain
2. Packing
•Editor
•Databases/electronic
media companies
•Information aggregators
1. Production
•Authors
•Inventors
•Researchers
3. Storage/
Distribution
•Bookstores
•Libraries
•Information services
4. Use/Demand
•Researchers
•Academics
•Students
•Companies
16. Researchers
(UNESCO, 2002 - 2007)
Income
Researchers per
Million Inhabitants
High income 3,392
Upper-middle income 880
Lower-middle income 1,968
Low income 80
Canada 4,260
Japan 5,572
New Zealand 4,364
United States 4,663
17. Patents
(WIPO, 2008)
Income Applications Percentage
High 1´502,995 78.78%
Upper-middle 42,708 2.24%
Lower-middle 214,643 11.25%
Low 216 0.01%
Canada 21,330 1.12%
Japan 502,054 26.31%
New Zealand 2,594 0.14%
United States 400,769 21.01%
Total 1´907,915 100%
18. Serials
(ISSN, 2009)
Income Serials
High 1´512,265
Upper-middle 128,222
Lower-middle 70,452
Low 3,621
Canada 131,588
Japan 37,006
New Zealand 14,221
United States 203,463
23. 0.0% 20.0% 40.0% 60.0% 80.0%
North America
Oceania
Europe
Latin America
Middle East
Asia
Africa
World, Avg.
77.4%
61.3%
58.4%
34.5%
29.8%
21.5%
10.9%
28.7%
Internet Penetration Rates
(Internet World Stats, 2010)
25. Education Scores
(OECD, Worldbank 2006)
Country GNI per Capita
Reading
Score
Science
Score
United Kingdom 41,160 495 515
Japan 38,540 498 531
Canada 36,850 527 534
New Zealand 25,280 521 530
Mexico 8,730 410 410
26. Education - Development
• Education enables people to be better citizens
• It helps economic mobility of individuals
• It determines national progress
• Education access is a challenge
• Education quality is even a greater one
• Information development is related to education
• Education fosters information competencies
27. Learner-Oriented Education
• Fosters:
– Information competencies
– Knowledge construction by learners
– Life long learning
– Independent students
– Creativity and innovation
– Open-horizontal management
– Contributes to create a base for democracy
29. Communication Skills Constellation
INFORMATION LITERACY
ICT SKILLS – MEDIA LITERACY
LITERACY
ORAL COMMUNICATION
REASONING
Other
information
Skills
Digital
technology
Use
Use of
Communication
Tools
Use of
Networks
Sift media
messages
Analyze media
messages
Other ICT /
Media Skills
Reading Writing Numeracy
Other Basic
Skills
Speaking Listening
Thinking Skills
Definition and
articulation of
information
need
Location and
access of
information
Assessment of
information
Organization
of information
Use of
information
Communication
and ethical use
of information
30. Information Literacy:
A Must for Socio-Economic Development
• Leaders have to be information competent
• Workers need to be more knowledgeable
• Education for future citizens is focusing on learning how to
learn in information-rich environments
• New education models are based on inquiry approach to
learning rather than on transmission approach to teaching
• Information competencies are critical life skills
31. The Librarians´ Role
• Librarians provide essential expertise:
– They can be champions of information literacy
– Promote information use
• Librarians need to be:
– Knowledge harvesting trainers
– Learning information facilitators of their community
33. Conclusions
• The North-South knowledge terrain is uneven, it can be
bridged by information literacy
• Countries require well-informed leaders
• Good decisions are based on good information
• Education needs pedagogical changes in developing
countries
• Librarians are information experts who can advocate
information harvesting in Southern countries
34. References
• Internet World Stats (2010) Internet world users by language. Retrieved from
http://www.internetworldstats.com/stats7.htm
• ISSN (2009) ISSN Statistics. Retrieved from http://www.issn.org/2-22640-Statistics.php
• PPPC (2007) Newsprint Producers Association. Retrieved from
http://www.pppc.org/en/2_0/2_2.html
• UN (2010) UNData, A world of information. Retrieved from http://data.un.org/
• UNESCO (2010) UNESCO Institute for Statistics. Retrieved from http://www.uis.unesco.org
• WIPO (2010) Statistics on Patents. Retrieved from
http://www.wipo.int/ipstats/en/statistics/patents/
• World Bank (2009) Gross national income per capita 2009, Atlas method and PPP
Retrieved from http://siteresources.worldbank.org/DATASTATISTICS/Resources/GNIPC.pdf