Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
Integrating social media into online educational spaces: Modeling professiona...University of Waterloo
New Media, and social media in particular, offer new sites for learning, literacy sponsorship, and writing. The panelists in this session explore how these outlets are being used both within the classroom and by outside organizations, to support and invigorate learning and literacy practices.
Knowledge, Information Literacy & Lifelong Learning (KILL)Claudio Laferla
This Lecture is intended to highlight the important relationship between Information Literacy and Lifelong Learning which will eventually lead to a Knowledge Society.
However, the KILL Acronym transmits the reality that acquiring different skills is an big endeavor.
Information literacy and the future of workInformAll
Presentation given as invited talk at the European Conference on Information Literacy (ECIL), October 2017. The presentation explores the possible relevance of information literacy to the changing nature of work, and how it might contribute to equipping workforces to deal with the opportunities and threats associated with rapidly-changing economic environments - including flexibility, innovation, the gig economy, casualisation, insecurity and employment rights.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
The role of information literacy in higher education an initiative at al akh...Aziz EL Hassani
Abstract
This paper, part of which was presented at the 12th annual AMICAL conference at the American University in Bulgaria held in Blagoevgrad, on 29 May 2015, reports on a doctoral research project which explores the meaning and role of information literacy in higher education and lifelong learning. It also highlights an information literacy initiative at a Moroccan university, namely Al Akhawayn University in Ifrane, and how its academic library strives to promote it. Living in an age of information tsunami and technological advancement, issues of information access, evaluation, retrieval and effective use, have become significantly critical in our societies. Directing the attention to the issue of information literacy and framing the best practices on how they can be best blended into the learning process of students are of paramount importance. Like other libraries across the globe, Mohammed VI Library at Al Akhawayn University in Morocco has realized the importance of information literacy and has worked in various ways to address this issue. This paper will describe the university strategy of teaching Information Literacy to graduate and undergraduate students in a number of ways. Recommendations to improve and support this initiative, including incorporating information literacy and skills across the university's curriculum, and fostering more effective partnerships between the Al Akhawayn university library and the teaching faculty, will be also discussed in this paper.
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
Integrating social media into online educational spaces: Modeling professiona...University of Waterloo
New Media, and social media in particular, offer new sites for learning, literacy sponsorship, and writing. The panelists in this session explore how these outlets are being used both within the classroom and by outside organizations, to support and invigorate learning and literacy practices.
Knowledge, Information Literacy & Lifelong Learning (KILL)Claudio Laferla
This Lecture is intended to highlight the important relationship between Information Literacy and Lifelong Learning which will eventually lead to a Knowledge Society.
However, the KILL Acronym transmits the reality that acquiring different skills is an big endeavor.
Information literacy and the future of workInformAll
Presentation given as invited talk at the European Conference on Information Literacy (ECIL), October 2017. The presentation explores the possible relevance of information literacy to the changing nature of work, and how it might contribute to equipping workforces to deal with the opportunities and threats associated with rapidly-changing economic environments - including flexibility, innovation, the gig economy, casualisation, insecurity and employment rights.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
The role of information literacy in higher education an initiative at al akh...Aziz EL Hassani
Abstract
This paper, part of which was presented at the 12th annual AMICAL conference at the American University in Bulgaria held in Blagoevgrad, on 29 May 2015, reports on a doctoral research project which explores the meaning and role of information literacy in higher education and lifelong learning. It also highlights an information literacy initiative at a Moroccan university, namely Al Akhawayn University in Ifrane, and how its academic library strives to promote it. Living in an age of information tsunami and technological advancement, issues of information access, evaluation, retrieval and effective use, have become significantly critical in our societies. Directing the attention to the issue of information literacy and framing the best practices on how they can be best blended into the learning process of students are of paramount importance. Like other libraries across the globe, Mohammed VI Library at Al Akhawayn University in Morocco has realized the importance of information literacy and has worked in various ways to address this issue. This paper will describe the university strategy of teaching Information Literacy to graduate and undergraduate students in a number of ways. Recommendations to improve and support this initiative, including incorporating information literacy and skills across the university's curriculum, and fostering more effective partnerships between the Al Akhawayn university library and the teaching faculty, will be also discussed in this paper.
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Information literacy, from higher education to employmentInformAll
A presentation at the European Conference on Information Literacy (ECIL2014), by the InformAll initiative, on how information literacy - the know-how, skills and competencies needed to handle information, whatever form this takes - might be made more relevant to individuals and organisations at the interface between higher education and employment.
Teachers’ professional development in online social networkingStefania Manca
Presentation held at EDMEDIA 2014 (Tampere, 23-26 June 2014) within the Symposium "Teachers’ Role in the SNS-Era: Different points of view from a global perspective"
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Information is Social: Information Literacy in Context
1. Information is Social Information Literacy in Context Jen Hoyer LOEX of the West 2010
2. Jen Hoyer Resource Coordinator, Edmonton Social Planning Council Edmonton Social Planning Council United Way funded non profit social justice research group We are dedicated to encouraging the adoption of equitable social policy, supporting the work of other organizations who are striving to improve the lives of Edmontonians, and educating the public regarding the social issues that impact them on a daily basis. www.edmontonsocialplanning.ca
3. Outline Traditional understanding of information literacy as created within an academic context. Alternative realities of information use outside the academic sector. Models for information literacy instruction ; the necessity of a different approach for non-academic environments. The ESPC youth internship program: modeling information use within an environment where a contextual understanding of information is crucial. The structure and success of this program will be presented through the description of two very different internship projects.
4. Introduction “Traditional” concepts of information literacy focus on information use in academic environments and often ignore best practices in other communities of information use. The Edmonton Social Planning Council (ESPC) youth internship program mentors young people who are pursuing social justice-related projects in the community. The youth internship program responds to the lack of information literacy instruction related to non-academic working environments. It provides an opportunity for young people to learn about information use in community and nonprofit settings.
5. Defining Information Literacy Our basic concept of information literacy has been developed mainly by academic librarians working within universities (Sundin, 2006). The Information Literacy Competency Standards for Higher Education (2000) define information literacy as “a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information’.” While the Standards state themselves to be “common to all disciplines, to all learning environments, and to all levels of education”, they are generally interpreted within the narrower focus of an education environment, and more specifically most often within the university.
6. Academic Information Literacy Librarians concentrate their efforts on teaching students to evaluate sources and replicate information practices most commonly used in academia (ToledanoO’Farrill, 2008). Students are deemed “information literate” when they have mastered a set of tools and skills (Limburg, 2006; Sundin, 2006; Marcum, 2002). These criteria are appropriate for library instruction programs designed to help students succeed in their university careers.
7. In Reality… The majority of university graduates will not continue their careers within academia but will instead pursue careers in the public, private or nonprofit sectors. These communities have vastly different information practices for locating information, and they require a different set of standards for evaluating and effectively using information. Without an understanding of broader information literacy concepts, and an ability to recognize their non-academic information needs and transfer appropriate information skills to any context, students cannot be classified as “information literate”.
8. Workplace Information Literacy The basic premise of information use remains the same everywhere: “peoples’ ability to operate effectively in an information society” (Bruce, 1999). The difference arises in the way people interact with and access information in the workplace: diverse technological demands instead of a particular set of tools job descriptions composed of key responsibilities rather than specific skills heavy dependence on social collaboration and partnerships the synthesis of information produced within a community Social interactions and relationships are some of the most important hallmarks of information use in non-academic workplaces, and especially in the nonprofit sphere (Durranceet al., 2006a ToledanoO’Farrill, 2008; Limberg, 2006; Kirk, 2004).
9. Appropriate IL Models Four models for information literacy (Sundin, 2006): source approach behavioural approach process approach communication approach The most prevalent models for information literacy – the first three on the list - do not provide adequate space for teaching information literacy as it relates to diverse communities of information use in varied social contexts. These are the models Sundin observed most at practice in his study.
10. Appropriate IL Models continued… Key aspects of the communication model: Awareness of the sociocultural conditions in which a piece of information was created and by which it acquired meaning. Modeling the information behaviour of others: using references to chain-search, thereby discovering the body of thought within which an author was operating. Evaluating the validity of a source based on the author’s status within the community in which it was created.
11. Why have we missed this? Information literacy instruction has often neglected to present these concepts. Why? It is difficult to teach individuals about the many different social constructs that shape information creation and use in different sectors. When the majority of information literacy instruction is taking place within the academic sphere, instructors may not be equipped with knowledge or experience related to these other sectors. It is difficult to communicate the social structures within a for profit or nonprofit workplace to students who have no knowledge of this work environment, and this problem is only compounded if the instructor is equally inexperienced.
12. A New Learning Environment The ESPC has set itself the mandate of sharing its resources with the wider community. Some of these resources are: Strong reputation in the community Wide network of contacts in the public and nonprofit sectors Knowledge of information best practices in the nonprofit community These information best practices include: Recognizing information needs in non-traditional contexts Navigating community networks and relationships for the purposes of gathering new data Accessing and evaluating publications produced by the nonprofit sector, including grey literature Non-academic report writing and writing for funding applications Presentation and communication skills for non-academic audiences
13. Ideal Context Many of these skills are difficult to teach within an academic context because they are part of such a different social context. Long-term mentorship Traditional and non-traditional projects
14. A Traditional Project YouthGAP: the Youth Gang Alternatives Project Learning Curves: Grey Literature Networking Non-Academic Writing Public Communication
15. A Non-Traditional Project Community Garden New Information Practices: Building Community Relationships Finding Experts Writing for Funding Effective Organizing Financial Information Management
16. What Can You Take Away From This? Information literacy instruction in academia matters. Information best practices are dependent on the context in which individuals finds themselves; teaching broad concepts that can be transferred to other contexts is crucial. Recognizing the importance of social context to the production, evaluation, and communication of good information will allow individuals to relate their skills to any context.
17. Reference List Association of College & Research Libraries (2000), Information literacy competency standards for higher education, Association of College & Research Libraries, Chicago. Bruce, C. (1999), “Workplace experiences of information literacy”, International Journal of Information Management, Vol 19, pp. 33-47. Durrance, J.C., Souden, M., Walker, D. and Fisher, K.E. (2006a), “Community problem-solving framed as a distributed information use environment: bridging research and practice”, Information Research, Vol. 11 No. 4, paper 262. Durrance, J.C., Walker, D., Souden, M., Fisher, K.E. (2006b), "The role of community-based, problem-centered information intermediaries in local problem solving", Proceedings of the American Society for Information Science and Technology, Vol. 43 No. 1, pp. 181-181. Emmons, M. and Martin, W. (2002), “Engaging Conversation: Evaluating the Contribution of Library Instruction to the Quality of Student Research”, College & Research Libraries, Vol. 63 No. 6, pp. 545-560. Kirk, J. (2004), “Information and work: extending the roles of information professionals” paper presented at Challenging Ideas, ALIA 2004 Biennial Conference, September 21-24, Gold Coast. Kuhlthau, C.C. (1987), “An emerging theory of library instruction”, School Library Media Quarterly, Vol. 16 No. 1, pp. 23-28. Limberg, L. and Sundin, O. (2006), “Teaching information seeking: relating information literacy education to theories of information behaviour”, Information Research, Vol. 12 No. 1, paper 280. Marcum, J. (2002), “Rethinking Information Literacy”, Library Quarterly, Vol. 72 No. 1, pp. 1-26. Martin, J. (2008), “The Information Seeking Behavior of Undergraduate Education Majors: Does Library Instruction Play a Role?”, Evidence Based Library and Information Practice, Vol. 3 No. 4, pp. 4-17. Pawley, C. (2003), “Information Literacy: a Contradictory Coupling”, Library Quarterly, Vol. 73 No. 4, pp.422-452. Strife, M. (1995), “Special Libraries and Instruction: One-On-One Public Relations”, The Reference Librarian, Vol. 51/52, pp. 415-419. Sundin, O. (2006), “Negotiations on information-seeking expertise: a study of web-based tutorials for information literacy”, Journal of Documentation, Vol. 64 No. 1, pp. 24-44. Toledano O’Farrill, R. (2008), “Information Literacy and Knowledge Management: Preparations for an Arranged Marriage”, Libri, Vol. 58, pp. 155-171.