Information literacy
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This document defines and discusses information literacy. It states that information literacy is the ability to recognize when information is needed and locate, evaluate, and effectively use that information. An information literate person can determine their information needs, access and understand various information sources, and use information to solve problems and make intelligent decisions. The document outlines the goals of information literacy instruction, which include teaching students how to formulate research questions, develop search strategies, evaluate information, and use information ethically.
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School libraries provide students with access to information and resources that foster reading, inquiry skills, and learning beyond the classroom. Information literacy involves skills that enable lifelong learning, including determining information needs, accessing and evaluating information critically and ethically. Models for teaching information literacy, like the Big6 process, provide frameworks to help students solve information problems by defining tasks, seeking, locating, using, synthesizing, and evaluating information. The goal is for students to develop capabilities to evaluate and use information throughout their lives.
Information Literacy pdf
This document provides an overview of information literacy. It defines information literacy as the skills needed to find and use information effectively. These skills include understanding how libraries are organized, familiarity with research tools and techniques. The document discusses why information literacy is important for student success and lifelong learning. It also explores related concepts like digital literacy, inquiry-based learning, and 21st century skills. Throughout, it emphasizes the role of school libraries in teaching these important skills to students.
International perspective on information literacy: national frameworks
This presentation was given by Sheila Webber at the meeting held to plan for an Information Literacy Strategy for Wales, on 30 November 2009 at Gregynogg Hall in Wales. In it she identifies point’s from Woody Horton’s Information Literacy “primer”, gives her own perspective on the 4 areas identified in the UNESCO-sponsored discussions (governance/ citizenship; Education; Health; Business) and talks about visions for information literacy.
Information literacy (What is Info. Literacy, Need and Importance)
i have prepared these slides for ppt presentations as classwork.
these slides including knowledge about information literacy and its needs and importance in students life.
Il&lln
Information literacy and lifelong learning are important for academic and career success. Information literacy involves recognizing one's information needs and being able to locate, evaluate, organize, and effectively use information. It allows individuals to be self-directed lifelong learners. Lifelong learning encompasses learning throughout one's life in both formal and informal environments and helps people adapt to changes. Being information literate and engaging in lifelong learning have many benefits like improving problem solving skills, decision making abilities, and overall well-being.
Info Literacy & Lifelong Learning
Information literacy and lifelong learning are important for academic and career success. Information literacy encompasses the ability to identify, locate, evaluate, organize and effectively use information. It allows individuals to be self-directed lifelong learners. An information literate person should have the ability to use information technology, organize information, and use information to develop new knowledge and extend their existing knowledge base. Standards for information literacy focus on recognizing the need for information, knowing how to access and evaluate it, synthesizing information, and communicating it. Lifelong learning involves learning throughout one's life in both formal and informal environments and helps people adapt to changes.
Information literacy
Information Literacy (IL)
It is a skills in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automated search tools) and knowledge commonly used for research techniques.
Universal Design for Learning ED554
Universal Design for Learning (UDL) provides flexible curricula and multiple means of representation, expression, and engagement based on how the brain naturally learns. UDL aims to give all students equal opportunities to learn by addressing the recognition, strategic, and affective networks of the brain. This is achieved through techniques like providing multiple formats for content, choices for demonstrating knowledge, and ways to stimulate interest. The goal is for each student to access curriculum in a way that maximizes their learning.
INFORMATION & MEDIA LITERACY
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.
ARIL Introduction by Dr. Sam Ang Sam
This document provides an introduction to a course on Academic Research and Information Literacy (ARIL). It discusses the importance of information literacy skills for students in the digital age. The goals of the ARIL course are to teach students to effectively locate, evaluate, and use information from various sources and to avoid plagiarism in their academic writing. By learning these skills, students will be better equipped for lifelong learning and research. The course aims to improve the quality of education and research at the university to meet national strategic goals.
Transmedia
This document discusses information and transmedia fluency. It defines transmedia fluency as the ability to follow stories and information across multiple formats. Information and transmedia fluency is the ability to locate, organize, analyze, and apply information to problems across different formats while engaging in critical inquiry. The document also discusses challenges in assessing these skills in academics and with "knowmads," and provides examples of workshops and rubrics to help with assessment.
Information literacy Presentation 2010
This document discusses Janet Parker's research on information literacy. It covers several key topics related to information literacy including definitions of information literacy, information literacy instruction frameworks, critical thinking, information literacy behaviors, credibility and cognitive authority, and using information for decision making. The document also reflects on how Parker's own library literature search strategies related to these information literacy concepts.
Perspectives on the Information Literate University
This was presented by Sheila Webber (Sheffield University Information School) at an internal seminar at the Open University, Milton Keynes, UK, on 29 March 2011. After unpacking the concept of information literacy, I look at contextual aspects of information literacy: the disciplinary perspective, the teaching perspective and the learner perspective. I finish by presenting the picture of the Information Literate University that was developed some years ago by Bill Johnston and me.
Information Literacy 2009
This document discusses information literacy and the University of Pittsburgh's approach. It defines information literacy as a set of skills needed to find, analyze, and use information. The University of Pittsburgh sees information literacy as important to lifelong learning and has made it a priority. The ULS teaches information literacy through courses, workshops, tutorials, and consultations, with topics like research strategies and evaluating sources. It assesses students' skills through tests and aims to help students improve areas of weakness.
Information Literacy
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.
Kutner & Armstrong - Rethinking Information Literacy in a Globalized World
Kutner & Armstrong - Rethinking Information Literacy in a Globalized WorldIL Group (CILIP Information Literacy Group)
This document discusses rethinking information literacy in the context of global citizenship in higher education. It argues that existing information literacy standards and definitions may need to be updated or reconstructed to better address educating students for global citizenship. It suggests taking a deeper, more critical approach to information literacy that considers the wider information context and acknowledges cultural, ethical, economic, legal and social issues related to information. The document reviews several existing international information literacy standards and guidelines and how they may need to evolve to fully support global learning outcomes. It also describes an initial survey conducted to further explore connections between information literacy and global learning.Improving information skills in the workplace: an overview of research findings
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.
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International perspective on information literacy: national frameworks
International perspective on information literacy: national frameworks
Information literacy (What is Info. Literacy, Need and Importance)
Information literacy (What is Info. Literacy, Need and Importance)
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Perspectives on the Information Literate University
Kutner & Armstrong - Rethinking Information Literacy in a Globalized World
Kutner & Armstrong - Rethinking Information Literacy in a Globalized World
Improving information skills in the workplace: an overview of research findings
Improving information skills in the workplace: an overview of research findings
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Southwestern Week 2016
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Install the CurriculumBuilder widget and open it in Edit Course mode to access library resources and add full text articles to a reading list by selecting the "Add to Reading List" button. The reading list can then be reordered, added to with notes, folders or web resources by selecting "See Current Reading List". Students will see the reading list in their D2L Student View.
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Final project spring 2016
1. The final project for the LIB1101 Spring I 2016 course is due on February 29, 2016. It is worth 50% of the student's final grade.
2. For the project, students must use one or more web 2.0 tools to create a final project that shows how information impacts their life as a college student. The project must be available online without needing to log in.
3. Students are asked to use the tool to demonstrate or explain how information affects their daily life as a college student, considering the different ways they receive and use information. Past projects have included blogs, wikis, videos, Pinterest, and YouTube.
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Georgia Conference on Information Literacy
Students in an information literacy course complete a final project using various Web 2.0 tools such as Tumblr, StumbleUpon, and Pinterest to demonstrate how information impacts their lives as college students. They are encouraged to be creative in their projects. Students also write a reflection on the creation process and information's impact. The course teaches students to effectively search for, evaluate, and ethically use information through defining research topics, identifying appropriate resources, and understanding plagiarism.
OER @GSW
This document discusses open educational resources (OER) and a study conducted at Georgia Southwestern State University (GSW) on using OER in an introductory psychology course. The study compared student performance and satisfaction between those using a traditional $100 textbook and those using a free online open-source textbook. Results found no significant difference in grades but students preferred the free online textbook and liked not having to purchase a textbook. Challenges included finding appropriate open-source texts and adjusting to the online format. Future directions include wider OER adoption across departments and increased OER awareness.
GLMA Summer Boot Camp
Ru Story Huffman is an associate professor and interim dean at Georgia Southwestern State University. The document discusses information literacy and how it has evolved from simply using reference resources to find information to encompassing multiple literacies in the digital age. It provides definitions of information literacy and outlines skills taught through information literacy like formulating research questions and using information ethically. Web 2.0 tools that can support information literacy skills are also mentioned, along with challenges and benefits of using such tools.
Web2.0
Web 2.0 refers to new forms of online collaboration and sharing between internet users. Key aspects of Web 2.0 include blogs for sharing opinions; wikis for collaborative writing; social bookmarking and tagging to organize web pages; photo and video sharing sites; social networks; and RSS feeds to share updated information. Web 3.0 aims to take these interactive and personalized elements even further through more complex personalization and relevance of online content and services.
Web2.0
Web 2.0 refers to new forms of online collaboration and sharing between internet users. Key aspects of Web 2.0 include blogs for sharing opinions; wikis for collaborative editing; social bookmarking and tagging to organize web pages; photo and video sharing sites; social networks; and RSS feeds to share updated information. Web 3.0 aims to take these interactive and personalized aspects even further through more complex personalization and relevance of online content and services.
Web2 0 Symposium
The document discusses Web 2.0 and how it differs from earlier versions of the web. Web 2.0 focuses on user-generated content, collaboration, and sharing information online through social media and user-editable sites. It provides a list of free Web 2.0 tools for teachers to evaluate, including blogs, social networking sites, collaboration tools, and more. Concerns about using these tools in education are also mentioned.
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Information literacy
- 2. This is what we want… Information Valuable Accessible Findable UsableCredible Useful Desirable
- 4. What is Information Literacy? • “Information literacy is 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." ALA. (2003). Information Literacy Competency Standards for Higher Education. Retrieved April 20, 2007, from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm#ildef
- 5. • “At its broadest, information literacy refers to a person's ability to access and understand a variety of information resources.” Lenox, M. F.,& Walker, M. L. (1993). Information literacy in the educational process. The Educational Forum. 57(2),312-324.
- 6. An information literate person is one who: • recognizes that accurate and complete information is the basis for intelligent decision making; • recognizes the need for information; • formulates questions based on information needs; • identifies potential sources of information; • develops successful search strategies;
- 7. • access sources of information including computer- based and other technologies; • evaluates information; • organizes information for practical application; • integrates new information into an existing body of knowledge; • uses information in critical thinking and problem solving. Doyle, C.S. (1992) Final Report to National Forum on Information Literacy. (ED 351 033).
- 8. Life Long Learning • To life, learning is essential. • At any age.
- 9. The Information Seeking Process • cognitive or thinking processes (creative, critical thinking) and problem-solving approaches • communication processes (reading and viewing, writing and representing, speaking and listening)
- 10. • scientific process (experimenting, testing hypotheses) • "traditional" library and research skills (focus on accessing information) • media/visual literacy • technological (competence)
- 11. • Learner-centered • Integrated and articulated with learning outcomes • Reaches across the curriculum • Develops assessment methods • Emphasizes the process, methods and strategies for satisfying an information need Goals of Information Literacy Instruction
- 12. • How to formulate a research question • How to develop a research strategy • How to find relevant information and evaluate it • How to effectively expand one’s knowledge base • How to use information ethically Information Literacy Teaches
- 13. The Research Process • Get a topic • Develop your search strategy • Search and read • Write your paper, speech, presentation, etc. • Cite your sources
- 14. The Road to Success 1.Task Definition 2.Information Seeking Strategies 3.Location and Access 4.Use of Information 5.Synthesis 6.Evaluation