The document discusses information literacy and its importance in social science research. It describes a workshop conducted by Delhi University Library System (DULS) to promote information literacy among university students and faculty. The workshop aimed to acquaint participants with using internet resources, subscribed databases, and search techniques for academic pursuits and research in social sciences. It covered topics like important e-resources, orientation to databases, and hands-on practice. The overall goal was to help users effectively evaluate, organize and communicate information as needed for research.
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.
Information Literacy: Implications for Library PracticeFe Angela Verzosa
Lecture presented at the Information Literacy Forum sponsored by the Cavite Librarians Association held at the Imus Institute, Imus, Cavite, Philippines on 5 December 2008
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
RDA (Resource Description and Access) is a new standard for describing library resources, designed to replace AACR2. Library staff, including public services, systems personnel, and catalogers, may have heard mention of RDA but not know much about it or how it will change their daily work. You may have many questions. What is RDA? We'll give a very little bit of history and theoretical background. What is this going to mean for catalogers, ILS managers, and users in the near term? What are the future implications, or, why are we doing this? What are the juicy bits of controversy in cataloger-land? And finally, Do we HAVE to? We'll talk for a while, have some activities that get you thinking, and find out your thoughts on RDA.
Presented at "Captains & Crew Collaborating," the 8th annual paraprofessional conference at J.Y. Joyner Library, East Carolina University.
Information consolidation is defined as the process of evaluating and compressing relevant documents to provide users with reliable and concise information. It involves defining responsibility for analyzing documents and packaging information appropriately for users' needs, levels, and time constraints. The benefits of information consolidation include increasing the effectiveness and use of information for various activities, as well as expanding the circle of potential users by providing evaluated and synthesized information. The basic processes involve studying user needs, selecting relevant sources, evaluating and analyzing information, restructuring it into a new whole, and packaging and disseminating it to encourage use.
The document defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. It discusses how information literacy involves higher-order thinking skills, personal abilities, and technology skills similar to those outlined in the 1991 SCANS report. The document also notes that information literacy encompasses six key elements including core subjects, learning skills, 21st century tools, context, content, and assessments. It emphasizes that schools can promote 21st century skills like locating, evaluating, and using information effectively by teaching with modern tools and focusing on lifelong learning abilities.
This document provides an overview of information sources and services. It defines reference work and the reference process. It describes the history and evolution of reference services. It also outlines different types of reference sources like encyclopedias, dictionaries, almanacs, directories, and bibliographies. It discusses other information sources such as serials, government publications, and non-print materials. Finally, it summarizes various information services provided by libraries.
This document discusses Library 2.0 and related concepts. It begins by defining Library 2.0 as applying Web 2.0 tools to library services to meet user needs caused by the effects of Web 2.0. Web 2.0 is described as facilitating user participation and collaboration. Key differences between Library 1.0 and Library 2.0 are outlined, with Library 2.0 being more user-centered, participatory, and flexible. Examples of Web 2.0 tools for libraries like wikis, blogs and RSS feeds are provided along with potential benefits and use cases.
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.
Information Literacy: Implications for Library PracticeFe Angela Verzosa
Lecture presented at the Information Literacy Forum sponsored by the Cavite Librarians Association held at the Imus Institute, Imus, Cavite, Philippines on 5 December 2008
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
RDA (Resource Description and Access) is a new standard for describing library resources, designed to replace AACR2. Library staff, including public services, systems personnel, and catalogers, may have heard mention of RDA but not know much about it or how it will change their daily work. You may have many questions. What is RDA? We'll give a very little bit of history and theoretical background. What is this going to mean for catalogers, ILS managers, and users in the near term? What are the future implications, or, why are we doing this? What are the juicy bits of controversy in cataloger-land? And finally, Do we HAVE to? We'll talk for a while, have some activities that get you thinking, and find out your thoughts on RDA.
Presented at "Captains & Crew Collaborating," the 8th annual paraprofessional conference at J.Y. Joyner Library, East Carolina University.
Information consolidation is defined as the process of evaluating and compressing relevant documents to provide users with reliable and concise information. It involves defining responsibility for analyzing documents and packaging information appropriately for users' needs, levels, and time constraints. The benefits of information consolidation include increasing the effectiveness and use of information for various activities, as well as expanding the circle of potential users by providing evaluated and synthesized information. The basic processes involve studying user needs, selecting relevant sources, evaluating and analyzing information, restructuring it into a new whole, and packaging and disseminating it to encourage use.
The document defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. It discusses how information literacy involves higher-order thinking skills, personal abilities, and technology skills similar to those outlined in the 1991 SCANS report. The document also notes that information literacy encompasses six key elements including core subjects, learning skills, 21st century tools, context, content, and assessments. It emphasizes that schools can promote 21st century skills like locating, evaluating, and using information effectively by teaching with modern tools and focusing on lifelong learning abilities.
This document provides an overview of information sources and services. It defines reference work and the reference process. It describes the history and evolution of reference services. It also outlines different types of reference sources like encyclopedias, dictionaries, almanacs, directories, and bibliographies. It discusses other information sources such as serials, government publications, and non-print materials. Finally, it summarizes various information services provided by libraries.
This document discusses Library 2.0 and related concepts. It begins by defining Library 2.0 as applying Web 2.0 tools to library services to meet user needs caused by the effects of Web 2.0. Web 2.0 is described as facilitating user participation and collaboration. Key differences between Library 1.0 and Library 2.0 are outlined, with Library 2.0 being more user-centered, participatory, and flexible. Examples of Web 2.0 tools for libraries like wikis, blogs and RSS feeds are provided along with potential benefits and use cases.
There are various Information Literacy Standards & Models.
The Aim of these S&M are to enable persons to acquire the necessary competencies and become Information Literate citizens.
The Standards provide a means to provide key milestones for students and assess their skill level.
A presentation on Digital Library Software by Rupesh Kumar A, Assistant Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Tumakuru, Karnataka, India.
Marketing of Library and Information Services: A StudyDipanwita Das
1) The document discusses marketing of library and information services, including strategies, tools, and challenges. It provides examples of how libraries in India and worldwide use social media, websites, videos, and other tools to promote their materials and services.
2) Libraries face challenges in marketing including limited budgets, lack of skilled staff, and librarians' attitudes towards marketing. Guidelines are suggested such as creating a library website and attending lectures to promote services.
3) Effective marketing requires a positive image, proactive approach, good communication, and adapting to new technologies to meet user needs. Adopting marketing helps libraries showcase their value in the digital age.
Information repackaging is a process to repackage the analyzed, consolidate information in that form which is more suitable & usable for library users. Customization of information taking into account the needs and characteristics of the individual or user groups and matching them with the information to be provided so that diffusion of information occurs.
This document provides an overview of digital reference services in digital libraries. It discusses the types of digital reference services, including email reference and real-time reference. Email reference allows asynchronous communication but lacks immediacy, while real-time reference allows quick responses but is more labor intensive. The document also outlines some major digital reference projects and challenges to digital reference services, such as high costs and difficulties with collaboration. Overall, the document examines how reference services have evolved with digital libraries and the internet.
The document discusses how information can be considered a commodity. It provides definitions of information and commodity. Information has economic value and is demanded as information products and services. Information exhibits economic properties like supply, demand, cost, price, and markets. While some information is traded as a private good, other information is provided publicly, like books in libraries or shared documents, demonstrating that information can also be a public good. Ultimately, information can be both a commodity that is bought and sold, as well as something that is freely provided.
The document discusses bibliometrics and bibliometric laws. It defines bibliometrics as the application of mathematical and statistical methods to bibliographic information, and discusses its origins and objectives. Three important bibliometric laws are covered: Lotka's law describes the frequency of publication by authors, Bradford's law explains the scattering of articles across journals, and Zipf's law concerns the frequency of word usage. In conclusion, bibliometrics is an important tool in library and information science for studying information processes and flows.
Basics of Information Sources in Reference ServicesAllana Delgado
The document discusses different types of information sources, including primary sources which present original information, secondary sources which analyze and interpret primary sources, and tertiary sources which compile and summarize information from primary and secondary sources. It provides examples of different fact-finding sources like encyclopedias, dictionaries, and biographical sources. Controlled vocabularies and bibliographies help users access and direct them to relevant information sources.
The Role of Librarians in the 21st CenturyPLAI STRLC
The document discusses the changing role of librarians in the 21st century due to the digital information environment. It outlines both traditional and new roles for librarians as information brokers, technology leaders, educators, and collaborators. Librarians need new professional competencies in areas like information resources, technology management, and research skills. They also require personal competencies like communication skills and a commitment to lifelong learning to adapt to the digital age.
Classification involves grouping similar entities together and separating dissimilar entities in a systematic order. Library classification arranges documents by classifying their subjects. It is a translation of the subjects into a preferred artificial language of ordinal numbers for arrangement on shelves or description.
There are various principles, schemes, structures, and devices used in library classification. Some key aspects include facets, isolates, decimals, and mnemonics to aid memory. Works are done at the idea, verbal, and notational planes which can be carried out independently. Various canons also provide guidelines for characteristics, succession, arrays, language use, and notations to build an effective classification system.
Library networking involves cooperation between libraries to share resources and provide maximum access to users. It requires creating tools like union catalogs to make each library's collections accessible. Rational acquisition and fast interlibrary loan are important. Participating libraries must be willing to contribute records, train staff, and adopt standards. Networks aim to expand access and services while reducing costs through collaborative collection development and resource sharing. They allow libraries to offer more than they could individually.
This document discusses information literacy and its importance in modern education. It defines information literacy as knowing how to find, evaluate, and use information effectively. The objectives are to understand what information literacy is, how to apply it in teaching, why teachers and students should care about it, and its implications. The document explains how information literacy helps develop critical thinking, problem solving, and lifelong learning skills. It also compares traditional and modern views of education, emphasizing information literacy integration across subjects.
Planning and implementation of library automation by Aman Kumar KushwahaAMAN KUMAR KUSHWAHA
This document outlines the planning and implementation process for library automation. It discusses determining objectives, assessing the current library system, identifying requirements, conducting a feasibility study, creating a technology plan, developing a project proposal, selecting hardware and software, converting data, training staff, and addressing potential difficulties during implementation. The key factors for successful implementation include support from administrators, staff competence, considering user needs, and excellent project management.
The document describes PRECIS (PREserved Context Indexing System), an indexing system developed in the 1970s. It aims to represent meaning in index entries without disturbing user understanding. PRECIS uses role operators and strings of terms to preserve context across permuted index entries. It was used for indexing the British National Bibliography but was replaced by COMPASS in 1990. PRECIS requires analyzing documents, organizing concepts, and assigning role codes to terms to generate automated two-line index entries preserving semantics and syntax.
Paper 5 Information Sources and Services of BLIS KSOU 2015 Solved QP
Subscribe to Vision Academy YouTube Channel
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
This document discusses library orientation and its goals of introducing new users to library resources and services. Orientation aims to help users feel comfortable in the library and be able to independently find information. It can take informal, formal, or online forms. The library worker's role is to communicate clearly and be friendly, patient, and experienced in helping users. The goals of orientation are to ensure users can adequately use resources, feel confident in the library, and become skilled at finding information.
Library education was initially a technical education that was acquired on the job. Practical work in a library, based on a good education in schools, was the only way to train librarians.
It took quite a long time to introduce library education as a subject and has been taught at different levels in the universities of the world.
The document discusses library consortia, which are cooperative arrangements that allow groups like academic institutions to share resources. It provides background on what consortia are, outlines their key features and benefits. These include reducing costs, expanding access to publications, and addressing issues like rising journal prices and shrinking budgets. Various Indian library consortia initiatives are also described, such as UGC-INFONET, INDEST, and CSIR-DST. Different types of consortia models are covered.
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.
There are various Information Literacy Standards & Models.
The Aim of these S&M are to enable persons to acquire the necessary competencies and become Information Literate citizens.
The Standards provide a means to provide key milestones for students and assess their skill level.
A presentation on Digital Library Software by Rupesh Kumar A, Assistant Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Tumakuru, Karnataka, India.
Marketing of Library and Information Services: A StudyDipanwita Das
1) The document discusses marketing of library and information services, including strategies, tools, and challenges. It provides examples of how libraries in India and worldwide use social media, websites, videos, and other tools to promote their materials and services.
2) Libraries face challenges in marketing including limited budgets, lack of skilled staff, and librarians' attitudes towards marketing. Guidelines are suggested such as creating a library website and attending lectures to promote services.
3) Effective marketing requires a positive image, proactive approach, good communication, and adapting to new technologies to meet user needs. Adopting marketing helps libraries showcase their value in the digital age.
Information repackaging is a process to repackage the analyzed, consolidate information in that form which is more suitable & usable for library users. Customization of information taking into account the needs and characteristics of the individual or user groups and matching them with the information to be provided so that diffusion of information occurs.
This document provides an overview of digital reference services in digital libraries. It discusses the types of digital reference services, including email reference and real-time reference. Email reference allows asynchronous communication but lacks immediacy, while real-time reference allows quick responses but is more labor intensive. The document also outlines some major digital reference projects and challenges to digital reference services, such as high costs and difficulties with collaboration. Overall, the document examines how reference services have evolved with digital libraries and the internet.
The document discusses how information can be considered a commodity. It provides definitions of information and commodity. Information has economic value and is demanded as information products and services. Information exhibits economic properties like supply, demand, cost, price, and markets. While some information is traded as a private good, other information is provided publicly, like books in libraries or shared documents, demonstrating that information can also be a public good. Ultimately, information can be both a commodity that is bought and sold, as well as something that is freely provided.
The document discusses bibliometrics and bibliometric laws. It defines bibliometrics as the application of mathematical and statistical methods to bibliographic information, and discusses its origins and objectives. Three important bibliometric laws are covered: Lotka's law describes the frequency of publication by authors, Bradford's law explains the scattering of articles across journals, and Zipf's law concerns the frequency of word usage. In conclusion, bibliometrics is an important tool in library and information science for studying information processes and flows.
Basics of Information Sources in Reference ServicesAllana Delgado
The document discusses different types of information sources, including primary sources which present original information, secondary sources which analyze and interpret primary sources, and tertiary sources which compile and summarize information from primary and secondary sources. It provides examples of different fact-finding sources like encyclopedias, dictionaries, and biographical sources. Controlled vocabularies and bibliographies help users access and direct them to relevant information sources.
The Role of Librarians in the 21st CenturyPLAI STRLC
The document discusses the changing role of librarians in the 21st century due to the digital information environment. It outlines both traditional and new roles for librarians as information brokers, technology leaders, educators, and collaborators. Librarians need new professional competencies in areas like information resources, technology management, and research skills. They also require personal competencies like communication skills and a commitment to lifelong learning to adapt to the digital age.
Classification involves grouping similar entities together and separating dissimilar entities in a systematic order. Library classification arranges documents by classifying their subjects. It is a translation of the subjects into a preferred artificial language of ordinal numbers for arrangement on shelves or description.
There are various principles, schemes, structures, and devices used in library classification. Some key aspects include facets, isolates, decimals, and mnemonics to aid memory. Works are done at the idea, verbal, and notational planes which can be carried out independently. Various canons also provide guidelines for characteristics, succession, arrays, language use, and notations to build an effective classification system.
Library networking involves cooperation between libraries to share resources and provide maximum access to users. It requires creating tools like union catalogs to make each library's collections accessible. Rational acquisition and fast interlibrary loan are important. Participating libraries must be willing to contribute records, train staff, and adopt standards. Networks aim to expand access and services while reducing costs through collaborative collection development and resource sharing. They allow libraries to offer more than they could individually.
This document discusses information literacy and its importance in modern education. It defines information literacy as knowing how to find, evaluate, and use information effectively. The objectives are to understand what information literacy is, how to apply it in teaching, why teachers and students should care about it, and its implications. The document explains how information literacy helps develop critical thinking, problem solving, and lifelong learning skills. It also compares traditional and modern views of education, emphasizing information literacy integration across subjects.
Planning and implementation of library automation by Aman Kumar KushwahaAMAN KUMAR KUSHWAHA
This document outlines the planning and implementation process for library automation. It discusses determining objectives, assessing the current library system, identifying requirements, conducting a feasibility study, creating a technology plan, developing a project proposal, selecting hardware and software, converting data, training staff, and addressing potential difficulties during implementation. The key factors for successful implementation include support from administrators, staff competence, considering user needs, and excellent project management.
The document describes PRECIS (PREserved Context Indexing System), an indexing system developed in the 1970s. It aims to represent meaning in index entries without disturbing user understanding. PRECIS uses role operators and strings of terms to preserve context across permuted index entries. It was used for indexing the British National Bibliography but was replaced by COMPASS in 1990. PRECIS requires analyzing documents, organizing concepts, and assigning role codes to terms to generate automated two-line index entries preserving semantics and syntax.
Paper 5 Information Sources and Services of BLIS KSOU 2015 Solved QP
Subscribe to Vision Academy YouTube Channel
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
This document discusses library orientation and its goals of introducing new users to library resources and services. Orientation aims to help users feel comfortable in the library and be able to independently find information. It can take informal, formal, or online forms. The library worker's role is to communicate clearly and be friendly, patient, and experienced in helping users. The goals of orientation are to ensure users can adequately use resources, feel confident in the library, and become skilled at finding information.
Library education was initially a technical education that was acquired on the job. Practical work in a library, based on a good education in schools, was the only way to train librarians.
It took quite a long time to introduce library education as a subject and has been taught at different levels in the universities of the world.
The document discusses library consortia, which are cooperative arrangements that allow groups like academic institutions to share resources. It provides background on what consortia are, outlines their key features and benefits. These include reducing costs, expanding access to publications, and addressing issues like rising journal prices and shrinking budgets. Various Indian library consortia initiatives are also described, such as UGC-INFONET, INDEST, and CSIR-DST. Different types of consortia models are covered.
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.
Academia, ResearchGate… : atouts et enjeux des réseaux sociaux académiquesURFIST de Paris
**NOUVELLE VERSION DU SUPPORT ICI** : http://urfist.enc-sorbonne.fr/ressources/edition-scientifique/academia-researchgate%E2%80%A6-atouts-et-enjeux-des-reseaux-sociaux-academiq
Support de la formation "Academia, ResearchGate… : atouts et enjeux des réseaux sociaux académiques" organisée à l'URFIST de Paris, 11/2017
* ! Présence de commentaires*
Support librement accessible : http://urfist.enc-sorbonne.fr/ressources/edition-scientifique/academia-researchgate%E2%80%A6-atouts-et-enjeux-des-reseaux-sociaux-academiq
Information literacy involves having the skills to find, understand, evaluate, and use information from various sources to create knowledge for personal or social purposes. It is a key 21st century skill that empowers learners by helping them navigate the vast amount of information available online and from other sources. While students today are tech-savvy, they still need guidance to develop information literacy skills to evaluate information critically and use it effectively. The school library plays an important role in teaching these skills and supporting student learning.
The document discusses media literacy and provides statistics about media consumption habits. It notes that the average American watches over 4 hours of television per day and sees 2 million commercials by age 65. By age 18, children have watched 17,000 hours of television. The document defines media literacy as the ability to access, analyze, evaluate and create media. It explains the key skills involved - accessing information from different sources, analyzing messages by comparing/contrasting and identifying facts vs opinions, evaluating the quality and value of messages, and creating new media content.
The document discusses information literacy, including its importance in the digital age, definitions of information literacy, and related research findings. It addresses why information literacy is important, what information literacy is according to library and education organizations, and several studies that provide evidence about how people search for and evaluate information online.
The document discusses information literacy (IL) in academic and workplace contexts. It presents the 6 Swiss IL standards and analyzes case studies of IL implementation at the University of Geneva and Ecole hôtelière de Lausanne. While the university better prepares students, employers may undervalue IL skills. The author recommends strengthening IL education and establishing common baselines to improve students' autonomy and efficiency in the information society.
The document defines information literacy as the ability to find, understand, evaluate, and use information from various sources to create knowledge for personal, social, or global purposes. It discusses that an information literate individual can identify information needs, access information efficiently, evaluate sources and information critically, and apply information to accomplish a specific goal ethically and legally. The document also outlines skills students should develop including problem recognition, questioning, analyzing information, understanding multiple perspectives, and effectively demonstrating and applying knowledge.
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
This document discusses information literacy competencies. It defines competency and information literacy competency, outlining that competency involves knowledge, skills, and attitudes. It describes the Association of College and Research Libraries' five information literacy competency standards for higher education. The document also discusses measures to improve information literacy in India, including integrating information literacy into education, establishing forums, and conducting programs through groups like libraries and the government's education initiatives.
Information literacy is a set of skills that allows individuals to find, evaluate, and use information effectively. These skills are needed to navigate the abundant and diverse information available in various formats. Information literacy involves determining how much information is needed, accessing it efficiently, evaluating sources critically, incorporating information, understanding legal and ethical issues, and using information effectively. It is a broader competence than just technology skills, involving critical thinking abilities. Developing information literacy is important for higher education as it supports lifelong learning and is considered a key outcome by accrediting organizations. Teaching information literacy requires collaboration between faculty, librarians, and administrators through integrating it across curricula.
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
The document provides a sample information literacy curriculum framework for K-12 schools. It includes a sample mission statement, belief statements, and 3 standards for information literacy. Standard 1 addresses promoting reading literacy. Standard 2 contains the core components of information literacy - accessing, evaluating, using, creating, and communicating information. Standard 3 includes developing skills like respecting diverse ideas, using information responsibly, and collaborating with others. The framework is intended as a starting point that teachers and librarians can adapt to their local standards and integrate into classroom instruction.
Library Media Specialists: Importance, Opportunities and Challengesprimeviewseo1
Discover the crucial role that Library Media Specialists play in promoting literacy and digital fluency among students. Learn about the opportunities...
The present paper deals with the concept, need, types of
information literacy. Further it explores about the information literacy models, standards/frameworks, popular information literacy programmes and groups, and Information Literacy Programmes held in the Scientific Institutes of Kolkata.
The document discusses information literacy, including its definition, importance in higher education, and how information seeking behaviors have changed with the rise of the internet and search engines. It provides definitions of information literacy from several organizations and perspectives. It also addresses the role of libraries and librarians in teaching information literacy skills and ensuring students are prepared to evaluate information critically and use it effectively. Finally, it discusses how information literacy can be integrated across educational institutions through collaboration between faculty, librarians, and administrators.
This document provides an overview of an Information Processing & Technology course. It discusses that the course focuses on the creation, manipulation, storage, retrieval and communication of information through technological means. It benefits students by helping them understand and adapt to rapid technological changes. Students learn about topics like social/ethical issues, human-computer interaction, information/intelligent systems, and software/systems engineering. Assessment is based on knowledge and research/development criteria through various written, practical, and project-based tasks. The guide also provides tips for how parents can support their child's learning in this subject.
Information Literacy: the Defining Paradigm of Modern Educationbsemathematics2014
The document discusses the changing views of education that have led to changes in teaching practices to support the development of information literacy skills. Specifically, it notes that education is now viewed as a lifelong process rather than something that ends after formal schooling. It also discusses how classrooms have become more student-centered, with teachers taking on facilitating roles. Additionally, the document emphasizes the need for schools to integrate information literacy instruction across all subjects and grade levels in order to prepare students for lifelong learning.
EDU 502_Teaching Technologies_TCC_Syllabus_160613-10Patrick D. Huff
This document is a syllabus for an educational technology methods course taught by Professor Patrick Huff. The 3-page syllabus outlines the course objectives, which include understanding how emerging technologies can be applied to enhance teaching and learning. It provides information on course logistics, including meeting times and location. It also introduces the professor and lists required texts. The syllabus includes appendices on topics like curriculum design, instructional principles, and the InTASC teaching standards that will be covered throughout the course.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
Graduate attributes Michael Rowe - t&l induction workshopAndre Daniels
The document discusses graduate attributes which are the qualities, skills, and understandings that universities aim for students to develop during their time at the institution, including qualities that prepare graduates for social good. It provides definitions and goals of graduate attributes from various sources, including developing skills like critical thinking, problem solving, and lifelong learning. The document also discusses factors that impact student success and the benefits of embedding graduate attributes into university curricula and culture.
COMPUTER AWARENESS PROGRAMME IN RURAL AREASmaheshaesi
This document discusses education in rural areas of Andhra Pradesh. It notes that education is critical for promoting sustainable development and improving people's capacity to address issues. Both formal and informal education are needed to change attitudes and build skills for sustainable development. The document outlines some key problems facing rural education in Andhra Pradesh, such as lack of infrastructure, transportation, and motivated teachers. It discusses the goals and objectives of providing rural education, including creating learning opportunities and developing new teaching methods.
EVALUATION OF INFROATION LITERACY PROGRAMS.pptxkashikhattak1
This document discusses information literacy programs and their goals. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. Information literacy programs aim to develop lifelong learning skills for finding, evaluating, and using information. The document then outlines a three-level information literacy skills progression for undergraduate students, starting with introductory skills and building to discipline-specific advanced skills. The goals are to empower students with skills for self-sufficient research and critical thinking.
This document discusses the importance of information literacy for higher education in Pakistan. It notes that Pakistani university libraries currently lack formal information literacy policies and programs. The author proposes establishing a National Committee on Information Literacy to develop an information literacy framework, train library staff, advocate for information literacy, and integrate it into university curricula and examinations. Recommendations include surveying user needs, using new technologies, and improving collaboration between libraries and educational authorities to further the development of information literacy in Pakistan.
This document discusses using cultural diversity and understanding to customize learning. Chapter 6 emphasizes differentiating instruction to meet individual student needs rather than a "one-size-fits-all" approach. Teachers are challenged to find methods that reach each student using various mediums. Chapter 11 focuses on recognizing cultural differences in the classroom and providing equitable access to technology. The teacher must promote cultural awareness and access to tools to help all students succeed. Assistive technologies, discussed in both chapters, are often required for students with IEPs to support their learning.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
Library instruction consists of programs designed to teach library users how to locate information quickly and effectively. It covers organizing materials, research methodologies, and resources. Library instruction began in the late 19th century and increased in the early 20th century and 1960s-1970s. The library's instruction mission should align with institutional goals and recognize learner diversity. Instruction content and methods should develop critical thinking in line with information literacy standards. Comprehensive instruction programs integrate information literacy across the academic experience.
This document outlines the key topics and concepts covered in an information literacy course for youth called LSC531 taught in the spring of 2015. It discusses 10 big ideas around expanding literacy concepts, supporting adolescent development, reading and writing in a digital age, new approaches to information literacy, and the instructor's assumptions about learning. The ideas focus on issues like building reading skills, digital citizenship, collaborative learning, evaluating online information, and using digital tools to support comprehension. It also lists the program goals for URI's graduate school of library and information studies around foundations, lifelong learning, digital media, and leadership and ethics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Historically the term information literacy was first used in print by Paul G.
Zurkowski in 1974 in a report written on behalf of the National Commission
on Libraries and Information Science. The phrase was used to describe the
"techniques and skills" known by the information literate "for utilizing the
wide range of information tools as well as primary sources in molding
information solutions to their problems". Although other educational
goals, including traditional literacy, computer literacy, library skills, and
critical thinking skills, are related to information literacy and important
foundations for its development, information literacy itself has emerged as a
distinct skill set and a necessary key to one's social and economic well-being
in an increasingly complex information society".
3.
The American Library Association's (ALA) Presidential
Committee on Information Literacy, Final Report states, "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"
Jeremy Shapiro & Shelley Hughes (1996) define information literacy
as "A new liberal art that extends from knowing how to use computers
and access information to critical reflection on the nature of
information itself, its technical infrastructure and its social, cultural,
and philosophical context and impact."
The Western Michigan University Libraries define the term as
"Information Literacy is the ability to identify, retrieve, evaluate, and
use information that is appropriate to a need. Students who develop
information literacy skills will be more successful in their studies and
their daily lives. They will find that these skills are an essential element
in becoming a lifelong learner."
4.
Tool literacy, or the ability to understand and use the practical and
conceptual tools of current information technology relevant to
education and the areas of work and professional life that the individual
expects to inhabit.
Resource literacy, or the ability to understand the form, format,
location and access methods of information resources, especially daily
expanding networked information resources.
Social-structural literacy, or understanding how information is
socially situated and produced.
Research literacy, or the ability to understand and use the IT-based
tools relevant to the work of today's researcher and scholar.
Publishing literacy, or the ability to format and publish research and
ideas electronically, in textual and multimedia forms... to introduce
them into the electronic public realm and the electronic community of
scholars.
5.
Emerging technology literacy, or the ability to continuously
adapt to, understand, evaluate and make use of the continually
emerging innovations in information technology so as not to
be a prisoner of prior tools and resources, and to make
intelligent decisions about the adoption of new ones.
Critical literacy, or the ability to evaluate critically the
intellectual, human and social strengths and
weaknesses, potentials and limits, benefits and costs of
information technologies.
6. Recognize the need for information
Know how to access information
Understand how to evaluate information
Know how to synthesize information
Be able to communicate information with rest of the world
7. The characteristics are primarily intended to help those who
are interested in developing, assessing, and improving
information literacy programs. This audience includes faculty,
librarians, administrators, and technology professionals, as
well as others involved in information literacy programming at
a particular institution.
Individuals involved with information literacy programming
are encouraged to use the characteristics in a variety of ways.
These characteristics both present and represent a set of ideas
that can be used when establishing, developing, advancing,
revitalizing, or assessing an information literacy program.
8.
Category 1: Mission
A mission statement for an information literacy program:
Includes a definition of information literacy;
Is consistent with the “ACRL Information Literacy Competency
Standards for Higher Education”;
Aligns with the library’s mission statement to correspond with
the larger mission statement of the institution;
Adheres to the format of campus strategic documents;
Incorporates the institutional stakeholders, clearly reflecting their
contributions and the expected benefits;
Appears in appropriate institutional documents; and
Promotes relevant lifelong learning and professional
development
9. Goals
and objectives for an information literacy program:
Are consistent with the mission, goals, and objectives
of the library and the institution;
Establish measurable outcomes for evaluation of the
program;
Accommodate input from institutional stakeholders;
Clearly present the integration of information literacy
across the curriculum for students’ academic pursuits and
effective lifelong learning.
Accommodate sequential growth of students’ skills and
understanding throughout their education,
Take into account all learners served by or connected to the
institution, regardless of delivery systems or location
10.
Planning for an information literacy program:
Articulates and develops mechanisms to implement and/or adapt
components of the best practices listed in this document (as needed):
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mission
goals and objectives
administration and institutional support
articulation (program sequence) with the curriculum
collaboration
pedagogy
staffing
outreach
Assessment/evaluation.
Addresses current opportunities and challenges.
Is tied to library, institutional, and information technology planning and
budgeting cycles.
Incorporates findings from environmental scans.
11.
Accommodates the level of the program, department, and
institution.
Addresses and prioritizes human, technological and financial
resources (both current and projected), taking into account
administrative and institutional support.
Encourages librarian, faculty, and administrator collaboration at the
outset.
Enables librarians to take on leadership roles that will extend
beyond the planning stages.
Includes a program for training and development,
Provides a timeline for systematic revision
12.
Administration within an institution:
Assigns information literacy leadership and responsibilities to
appropriate librarians, faculty, and staff.
Incorporates information literacy in the institution’s
mission, strategic plan, policies, and procedures.
Provides funding to establish and ensure ongoing support for :
◦
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teaching facilities
current and appropriate technologies
appropriate staffing levels
Professional development opportunities.
Recognizes and encourages collaboration,
Communicates support for the program.
Rewards individual and institutional achievement and
participation in the information literacy program
13. Articulation with the curriculum for an information
literacy program:
Identifies the scope (i.e., depth and complexity) of competencies
to be acquired on a disciplinary level as well as at the course
level.
Sequences and integrates competencies throughout a student’s
academic career, progressing in sophistication.
Emphasizes learner-centered learning, .
Is formalized and widely disseminated.
Uses local governance structures to advocate for and ensure
institution-wide integration into academic or vocational
programs.
Specifies programs and courses charged with implementing
competencies.
14.
Fosters communication among disciplinary faculty, librarians,
other instructors (e.g., teaching assistants), administrators, and
other staff within the institution.
Focuses on enhancing student learning and skill development for
lifelong learning.
Communicates effectively with faculty, librarians, other
instructors, administrators, and additional staff members to gain
support for the program within the academic community.
Aligns information literacy with disciplinary content.
Works within the context of the course content, and other
learning experiences, to achieve information literacy outcomes.
Takes place at different stages: planning, delivery, assessment of
student learning, and evaluation and refinement of the program
15. Pedagogy for an information literacy program:
Supports diverse approaches to teaching and learning.
Is suitable to the type of instruction (e.g., one-shot, dedicated course).
Takes into account diverse teaching and learning styles.
Incorporates and uses relevant and appropriate information technology
and other media resources to support pedagogy.
Advances learning through collaborative and experiential-learning
activities.
Promotes critical thinking, reflection, and recursive learning.
Builds on learners’ existing knowledge, course assignments, and career
goals.
Contextualizes information literacy within ongoing coursework
appropriate to the academic program and course level.
Prepares students for independent lifelong learning.
16. Staff for an information literacy program:
Includes librarians, library staff, administrators, program coordinators,
instructional technologists, as well as disciplinary faculty, graphic designers,
teaching/learning specialists, and other program staff as needed.
Endeavors to work collaboratively with others and support each other’s
learning development.
Are knowledgeable in instruction/teaching, curriculum development, and
assessment of student learning.
Garner expertise in developing, coordinating, implementing, evaluating, and
revising information literacy programs.
Exemplify and advocate for information literacy and lifelong learning.
Engage in professional development and training.
Are adequate in number to support the program’s mission and workload.
Receive regular evaluations about the quality of their contributions to the
program and areas for improvement
17.
Delhi University Library System (DULS) comprising of more
then 34 libraries in its fold, caters to the information needs of
entire University community. In addition to the e-resources
available through UGC-Infonet, DULS also subscribes a good
number of e-resources. Besides, it also promotes prominent
public domain e-resources available free of cost through its
website: http://crl.du.ac.in/.
18.
To acquaint the users with the academic power of Internet;
To provide an indication as to what is there on Internet related to the
area of study and research.
To show how web resources could be of immense use in their academic
pursuit and research;
To show the usefulness of various multimedia resources on web in
Social Science Research.
To promote the use of subscribed databases in academics and research;
To describe specific features of various databases being subscribed by
DULS;
To acquaint the users with the use of various search techniques to
retrieve relevant information;
To recognize the need for information, and to
evaluate, organize, interpret, and communicate information in all its
formats;
19. The presentation mainly described the following aspects.
Internet and Academic Research in Social Sciences.
Electronic Information Sources in Social Sciences.
Importance of subscribed databases
Role of e-resources in Social Science Research.
Orientation to subscribed databases
Practical exposure