This document discusses information literacy in the digital age and how to address the needs of digital natives. It defines key concepts like information, research, literacy, and discusses information literacy and how it applies to media and the digital world. The document examines who the main users are, from children to adults, and how their needs vary. It also explores concepts like digital citizenship and how information and research literacy can be developed using digital tools and online resources. The goal is to develop an information and research literacy framework for South Africa that builds digital skills and allows libraries to better support all members of society.
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.
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.
Perspectives on the Information Literate UniversitySheila Webber
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: 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
Information Literacy for 21st Century lifeSheila Webber
This presentation was given by Sheila Webber at the Oeiras a Ler conference held at Oeiras Municipal Library, Portugal, on 20 May 2010 ( http://oeiras-a-ler.blogspot.com/search/label/Encontro%20Oeiras%20a%20Ler). I identify some of the different ways in which various groups of people experience information and information literacy (IL) in the 21st Century, with reference to 21st Century research. I go on to discuss some of the key aspects of IL that need more attention. I see these elements as evolutionary development of IL as a 21st Century concept, not as something completely new and different.
KNOWMATICS' INTER-DISCIPLINERY BASIS WITH EDUCATION, PSYCHOLOGY,COGNITVE SCI...Dr. Raju M. Mathew
Inter-disciplinary nature of Knowmatics and research potentialities have been explained. Knowmatics has wide applications in Education, Cognitive Science, Information Technology, Brain Research and Psycholinguistics.
Perspectives on the Information Literate UniversitySheila Webber
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: 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
Information Literacy for 21st Century lifeSheila Webber
This presentation was given by Sheila Webber at the Oeiras a Ler conference held at Oeiras Municipal Library, Portugal, on 20 May 2010 ( http://oeiras-a-ler.blogspot.com/search/label/Encontro%20Oeiras%20a%20Ler). I identify some of the different ways in which various groups of people experience information and information literacy (IL) in the 21st Century, with reference to 21st Century research. I go on to discuss some of the key aspects of IL that need more attention. I see these elements as evolutionary development of IL as a 21st Century concept, not as something completely new and different.
KNOWMATICS' INTER-DISCIPLINERY BASIS WITH EDUCATION, PSYCHOLOGY,COGNITVE SCI...Dr. Raju M. Mathew
Inter-disciplinary nature of Knowmatics and research potentialities have been explained. Knowmatics has wide applications in Education, Cognitive Science, Information Technology, Brain Research and Psycholinguistics.
Australasian Talent Conference 2016: marketing hacks presentationLever Inc.
Recruitment and Marketing have long been on a collision course, and today many of the techniques and frameworks that marketers rely upon have increasing relevance in the recruitment space. Join Leela Srinivasan, Chief Marketing Officer at Lever, for a hands-on crash course in infusing your recruiting strategy with marketing best practices. We’ll cover concepts like personas and value prop development, driving awareness and consideration, attracting inbound candidates, and advocacy marketing.
This report helps the user to understand trends in big data, cloud and medical devices, the key players in the ecosystem , the top users of this technology
Buzzword Bingo is a growing collection of new words and colorful slang chosen to educate and inspire. As a game, we encourage you to like what you like, suggest new words or create your own collection of great words.
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Metrics Driven Development and DevOps - Agile 2014Ernest Mueller
Karthik and I explore the use of metrics in development and DevOps in the form of three Epic Rap Battles of History - Dev vs Ops, Small vs Large Org, and Scrum vs Kanban. With special appearance by Dr. Evil who explains how to use metrics for evil. Presented at Agile 2014.
Executive Summary
Supply chain excellence makes a difference to corporate value. Resilient, predictable, and forward-looking supply chain processes drive sustained balance sheet improvement. This is especially true in times of declining growth. (In this research, only four industries—aerospace & defense, apparel, automotive, and packaging suppliers—experienced growth for 2009-2014.)
Leaders want to drive excellence. By their nature these leaders are competitive. They want to power performance improvements, increase corporate value, and outpace competitors. It is not easy. The rate of business change is intense and the personal stakes are high. Day after day, supply chain leaders must answer questions like, “Which path should I to take? What are the best technologies to use? What is an acceptable rate of performance? How am I doing against my peer group? And, what can I learn from others that I can use to improve the performance of my own operation?” Until the development of the Supply Chain Index there was no independent and objective data-driven methodology that could answer these questions. With the development of this methodology there is now a way to gauge improvement.
When we started this work we were fearful that the methodology would not be selective enough to reward leaders. Our fear was that the list would be too large. However, we should not have worried. For two consecutive years only 10% of the companies studied are performing above the average of their peer group on the Supply Chain Metrics That Matter—operating margin, inventory turns and Return on Invested Capital—while driving improvement to a greater degree than their peer group. It is a select group. Figure 5 shows the 26 winners of the 2015 Supply Chains to Admire analysis.
The 26 companies are: Anheuser-Busch InBev; Audi AG; Biogen Inc; CCL Industries Inc.; Cisco Systems, Inc.; Coloplast Corp.; CVS Pharmacy; Dollar General Corporation; Dollar Tree, Inc.; Eastman Chemical Company; EMC Corporation; The Estée Lauder Companies Inc.; General Mills, Inc.; Intel Corporation; Deere & Company; Lexmark International Inc.; L'Oréal Group; Nike, Inc.; PPG Industries; Qualcomm Inc.; Samsung Electronics Co. Ltd.; United Tractors; Wal-Mart Stores, Inc.; Western Digital Corporation; and Whole Foods Market Inc. (Note: Shorter corporate or trade names are used in the tables within this report.)
Seven companies have made the list for two consecutive years: Cisco Systems, Inc.; General Mills, Inc.; Eastman Chemical Company; EMC Corporation; Anheuser-Busch InBev; Intel Corporation; and Nike, Inc.
Information Literacy: What, why and howAndrew Walsh
What Information Literacy is, why it is important and how we can best embed it into HE & FE teaching. Includes a sneak preview of the new CILIP Information Literacy definition.
International perspective on information literacy: national frameworksSheila Webber
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.
Palestra de Pierre Lévy, no SENAC SP
Retirado do site do autor: http://pierrelevyblog.com/2014/03/09/the-slides-of-three-lectures-in-brazil-march-2014/
Information experience design: improving library customers' experiences of in...Kate Davis
This is the slide deck for the information experience design workshop my colleague Elham Sayyad Abdi and I facilitated at Information Online 2017 on 13 February 2017. The content behind this workshop was developed in collaboration with our colleague Kathleen Smeaton.
Confetti background images are digital paper available on Etsy from DanaGarsonDesign at https://www.etsy.com/listing/160330622/confetti-polka-dots-digital-paper-set
Icons are from The Noun Project and used without citation in line with their terms of service for premium account holders.
Boiling digital citizenship down for easy digestion (7 slides + an addendum with some research background). I hope it helps educators make the case for using blogs, wikis, digital environments, virtual worlds, Google Docs, mobile phones, tablets, etc. in the classroom, knowing that this is the way to learn and practice digital citizenship together! No special curriculum needed.
Information experience design: activating information research in practiceKate Davis
This is the slide deck for the information experience design workshop my colleague Elham Sayyad Abdi and I facilitated at ASIS&T 2019. The content behind this workshop was developed in collaboration with our colleague Kathleen Smeaton.
Confetti background images are digital paper available on Etsy from DanaGarsonDesign at https://www.etsy.com/listing/160330622/confetti-polka-dots-digital-paper-set
Icons are from The Noun Project and used without citation in line with their terms of service for premium account holders.
Image references for session 1 slides
Image 1: public domain
Image 2: and they folded their wings to sleep by Daniel James available under a CC BY-NC-SA 2.0 at license https://www.flickr.com/photos/revjim/2310315467
Image 3: Amberlin and Isla by Jessica W available under a CC BY-NC-SA 2.0 license at https://www.flickr.com/photos/chickeyfeather/3432233852
Image 4: the cry by areta ekarafi available under a CC BY-NC-ND 2.0 license at https://www.flickr.com/photos/areta_e/13425013855
Image references for session 3 slides
Bateman, K. (2013). Roger’s story. Retrieved February 7, 2017. https://kathybateman.files.wordpress.com/2013/08/rogers-story.jpeg
Wireframe Sketcher. (n.d.) YouTube wireframe. Retrieved February 7, 2017. http://wireframesketcher.com/samples/YouTube.png
Other images used in the slides are pulled from readings in the reading and reference lists below.
The purpose of our paper is to share the experiences of DCPL’s pilot digital skills project, based in inner city Dublin, and to show that it is possible to establish a digital skills project which is consciously inclusive and can accommodate children and young people with differing learning abilities as well as different socio-economic and cultural backgrounds.
The national strategy Our Public Libraries 2022 emphasises the role that libraries can play in bridging the digital divide in Ireland. Libraries are ideally placed to deliver the necessary digital skills and to access the technology that is imperative for participation in the digital society.
In terms of the outreach activities, we identified the CoderDojo model as being the most suitable method of delivering digital skills to a diverse group on an on-going basis. We work with DEIS schools and community groups, such as those who work with children in direct provision, to recruit participants for whom the experience would be most beneficial and empowering. By providing a familiar space within the area, the aim is to make digital learning accessible and welcoming.
We consciously cultivate a family-friendly environment for our Saturday “Dojo”, encouraging accompanying parents to make use of the library’s facilities and bring along younger siblings. For our mid-week, “Teen Dojo”, teens are introduced to project-based work, where outputs include tangible results, which keep teens engaged as what is being learned has ‘real world’ applications.
Our experience with respect to the learning approaches used and the communities’ reception to the providing of digital learning opportunities to children in areas with diverse socioeconomic and cultural backgrounds has multiple implications, including what value can be found in self-directed learning with this particular cohort and what benefits that exposing these children to the skills necessary for the future of work can be had.
Similar to Information literacy in an online world: A digital approach to address the needs of digital natives (20)
WEBINAR: Joining the "buzz": the role of social media in raising research vi...HELIGLIASA
Joining the ‘buzz’ : the role of social media in raising research visibility: Traditional bibliometric methods of evaluating academic research, such as journal impact factors and article citations, have been supplemented in the past 5-10 years by the development of altmetrics (alternative metrics/article level metrics). Altmetrics measures aspects of the impact of a work, such as references in data and knowledge bases, article views, downloads and mentions in social media and news media.
This webinar (based on a presentation of the same name at the LIASA conference on 24th September 2014) gives a brief background to altmetrics and demonstrates how Rhodes University, Grahamstown, librarians are using social media to raise the visibility of the research output of their institution.
Presented by Eileen Shepherd, Principal Librarian, Science & Pharmacy, Rhodes University Library
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
4. LIS Transformation Charter on
access to information
• Distribute status, wealth & power
• Makes for better people, less dependent
• More efficient & effective (productive) workers
• More responsive & responsible citizens
• Less conflict & disturbances
• More developed country, economic growth, job
creation
6. What is Information?
“Knowledge that you get about someone or
something; facts or details about a subject.“
Once you have internalised the information contained
in resources, it becomes knowledge, and you
become knowledgeable, and even grow into an
expert.
(Source: Merriam-Webster Dictionary)
6
7. What is Research?
“Careful or diligent search; studious inquiry or
examination; especially : investigation or
experimentation aimed at the discovery and
interpretation of facts, revision of accepted theories or
laws in the light of new facts, or practical application
of such new or revised theories or laws; the collecting
of information about a particular subject.”
(Source: Merriam-Webster Dictionary)
7
8. What is Literacy?
“The ability to read and write; knowledge that relates
to a specified subject.“
Also: Mathematical Literacy, Media Literacy, Reading
Literacy, Writing Literacy, Language Literacy, etc.
(Source: Merriam-Webster Dictionary)
8
9. What is Information Literacy? (1)
“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.“
(Source: ALA & ACRL)
9
10. What is Information Literacy? (2)
• Basic human right in a digital world
• Illuminates courses to development, prosperity,
freedom
• Empowers people to seek, evaluate, use, create
information effectively to achieve personal, social,
occupational, educational goals
• Promotes social inclusion in all nations
• Enables people to interpret & make informed
judgments as users of information sources
• Enables people to become producers of information
in their own right
10
(Source: UNESCO Information and Communication)
11. What is Information Literacy? (3)
• Information literate people are able to access
information about their health, environment,
education, work – empowers them to make critical
decisions about their lives – e.g. take more
responsibility for own health, education
• IL in digital world: users requires skills to use
information & communication technologies,
applications to access & create information
• Media and Information Literacy
(Source: UNESCO Information and Communication)
11
14. What is Research Literacy? (1)
• Competencies that help individuals identify & fill
knowledge gaps
• Know when to use which method to collect
information (data)
• Search & use all kinds of resources
• Know where to start with finding information, when to
ask a librarian/other expert
• Ability to communicate researched information
effectively
14
https://www.grinnell.edu/libraries/faculty-staff/teaching/research-literacy
15. What is Research Literacy? (2)
• Identify & express information need (research
question)
• Compile search strategy
• Assess quality & relevance of information found
• Synthesize existing content
• Research literacy = all that is required to become
lifelong learners
15
https://www.grinnell.edu/libraries/faculty-staff/teaching/research-literacy
19. Who are our users?
19
Infant
Toddler
Primary
School
Learner
Secondary
School
Learner
Student
Working
Adult
Senior
Adult
20. Ecosystem approach
“The ecological approach encourages us to think
of South African LIS in such a way that where the
flows of resources diminish, for example to school
libraries, we will recognise that because of our
interdependence, the weakness of one component
has the potential to weaken other components.”
(Source: LIS Transformation Charter)
21. Technology in the ecosystem
• Connection between integration of library and
information services, the diffusion of information
technologies, improved literacy and information
literacy levels, citizenship, and the evolution of
social cohesion and employment levels in the
economy as a whole
• Reading literacy, information literacy and
information technologies within an integrated
services system, could become the critical
ingredients of economic growth and social
development
(Source: LIS Transformation Charter)
24. Adult learners
• Prefer sense of self-control, autonomy, self-direction
• Learning must be relevant, purposeful, to achieve
goals
• Time limited
• Wealth of knowledge
• Results-oriented – expectations met
• Potential limitations
• Successful if internally motivated
24
25. Child learners
• Other-directed – depend on teachers, parents
• Perception of time different
• Learn what they are told
• Limited experience base
• Learn quickly, open to new information & to change
views
• Expectations less well defined
• Externally motivated
25
39. Digital citizenship (1)
Norms of appropriate, responsible behaviour with
regard to technology use
• Digital access for all (World Wide Web, Open
Access)
• Digital consumers doing online business
• Digital communication (social media, email)
• Digital literacy for searching & processing
information (traditional information literacy skills.
data management & visualisation, publishing –
download & upload)
• Digital etiquette
40. Digital citizenship (2)
• Digital law (plagiarism, illegal downloads, hacking,
creating and spreading worms, viruses, Trojan
Horses, sending spam, stealing identity)
• Digital rights & responsibilities (right to privacy, free
speech)
• Digital health & wellness (safety, self-care, cyber-
bullying)
• Digital security (virus protection, back-up’s)
http://www.digitalcitizenship.net/Nine_Elements.html
51. Autodidactics
• Self-learning, Self-education, Self-teaching
51
Playwright George Bernard Shaw left formal education while still in
his mid-teens to become a clerk at an estate firm. He compared
schools to prison and said that "I did not learn anything at school."
Sir Terry Pratchett, a writer of science fiction, fantasy and children's
books, is quoted as saying "I didn't go to university. Didn't even
finish A-levels. But I have sympathy for those who did."
62. Conclusion
• Information & Research Literacy Curriculum
Framework (incl. communication, media, computer
literacy)
• Build in digital citizenship skills
• South Africa (incl. Africa)
• Sub-systems e.g. Public/Community Users, Post-
schooling Users, and more
• IL towards more entrepreneurs
• Librarians to be equipped with skills
62
63. “For South Africa to be competitive, it is important
that it keeps up with the global trends in the
provision of modern LIS that exploit all the benefits
of ICTs.
The LIS sector’s capacity to contribute to the
nation’s ability to convert knowledge into
innovations and wealth will determine its value to
the nation.”
(Source: LIS Transformation Charter)