Presentation by Sheila Webber
Information School, University of Sheffield
United Kingdom
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
The role of libraries in supporting teaching and research in the sciencesAndrea Miller-Nesbitt
This document discusses the role of academic libraries in supporting open science, open education, and online learning. It addresses how libraries can help with issues like data management, providing infrastructure for open access publishing and data sharing, supporting new forms of teaching like MOOCs and OERs, and advocating for policies that advance open practices in research and education. The document provides an overview of key concepts in open science, open education and online learning, and suggests ways libraries can help address challenges and opportunities in these areas through services, training and collaborative efforts.
This document discusses the importance of integrating library instruction into university courses. It notes that while students are often required to complete research papers, library instruction is usually limited to brief one-time sessions. The document proposes ways to more fully integrate instruction, such as making it mandatory for core classes, tailoring sessions to specific course needs, creating online tutorials, and embedding librarians within departments. Benefits include improved student research skills, better faculty support, and enhanced library services. Examples of successful programs at various universities are provided.
Educational Technology (Quintana, Almendros, Pimienta)Lala La Peti
Educational technology is the study and ethical practice of facilitating learning through the use of technology. It draws from several fields including instructional technology and is based on learning theories like behaviorism, cognitivism, and constructivism. Benefits include easy access to materials, increased student motivation, and the ability to reach wider audiences. However, there are also criticisms like a lack of proper training and limited access. Common tools in classrooms include websites, blogs, wikis, and interactive whiteboards.
Educational technology is the study and ethical practice of facilitating learning through the use of technology resources and processes. It draws from several fields including instructional design, media psychology, and communication theory. There are three main theoretical approaches in educational technology: behaviorism which focuses on observable behaviors and reinforcement, cognitivism which examines mental processes like memory and learning, and constructivism in which learners actively construct their own understanding. Benefits of educational technology include increased access to materials, student motivation through feedback, and enabling wider participation in learning. Critics argue that proper training and access are sometimes lacking and some implementations can be time consuming.
Erin Milanese has over 10 years of experience working in academic libraries. She currently serves as the Educational & Emerging Technologies Librarian at Goshen College, where she provides support and training to faculty and students on educational technologies and aids faculty in developing online courses. Previously, she worked as the Sciences Librarian at Goshen College and solo Librarian at Harrison College, where she was responsible for reference, instruction, collection development, and more. She has published articles and presented at conferences on topics related to information literacy, technology, and libraries. Additionally, she has experience teaching as an adjunct instructor at both Goshen College and Harrison College.
High Order Thinking in Digital LiteracyGusti Hafifah
This document discusses high order thinking in digital literacy. It introduces Bloom's taxonomy and how it relates to different levels of thinking. It also discusses different generations and the evolution of digital technologies from Web 1.0 to 3.0. The document outlines various ICT approaches that can be used in English language teaching, such as CALL, MALL, and blended learning. Both the advantages and disadvantages of integrating ICT into English language teaching are presented, including how it can improve students' skills but also the challenges of technical issues, time allocation, and digital literacy.
The role of libraries in supporting teaching and research in the sciencesAndrea Miller-Nesbitt
This document discusses the role of academic libraries in supporting open science, open education, and online learning. It addresses how libraries can help with issues like data management, providing infrastructure for open access publishing and data sharing, supporting new forms of teaching like MOOCs and OERs, and advocating for policies that advance open practices in research and education. The document provides an overview of key concepts in open science, open education and online learning, and suggests ways libraries can help address challenges and opportunities in these areas through services, training and collaborative efforts.
This document discusses the importance of integrating library instruction into university courses. It notes that while students are often required to complete research papers, library instruction is usually limited to brief one-time sessions. The document proposes ways to more fully integrate instruction, such as making it mandatory for core classes, tailoring sessions to specific course needs, creating online tutorials, and embedding librarians within departments. Benefits include improved student research skills, better faculty support, and enhanced library services. Examples of successful programs at various universities are provided.
Educational Technology (Quintana, Almendros, Pimienta)Lala La Peti
Educational technology is the study and ethical practice of facilitating learning through the use of technology. It draws from several fields including instructional technology and is based on learning theories like behaviorism, cognitivism, and constructivism. Benefits include easy access to materials, increased student motivation, and the ability to reach wider audiences. However, there are also criticisms like a lack of proper training and limited access. Common tools in classrooms include websites, blogs, wikis, and interactive whiteboards.
Educational technology is the study and ethical practice of facilitating learning through the use of technology resources and processes. It draws from several fields including instructional design, media psychology, and communication theory. There are three main theoretical approaches in educational technology: behaviorism which focuses on observable behaviors and reinforcement, cognitivism which examines mental processes like memory and learning, and constructivism in which learners actively construct their own understanding. Benefits of educational technology include increased access to materials, student motivation through feedback, and enabling wider participation in learning. Critics argue that proper training and access are sometimes lacking and some implementations can be time consuming.
Erin Milanese has over 10 years of experience working in academic libraries. She currently serves as the Educational & Emerging Technologies Librarian at Goshen College, where she provides support and training to faculty and students on educational technologies and aids faculty in developing online courses. Previously, she worked as the Sciences Librarian at Goshen College and solo Librarian at Harrison College, where she was responsible for reference, instruction, collection development, and more. She has published articles and presented at conferences on topics related to information literacy, technology, and libraries. Additionally, she has experience teaching as an adjunct instructor at both Goshen College and Harrison College.
High Order Thinking in Digital LiteracyGusti Hafifah
This document discusses high order thinking in digital literacy. It introduces Bloom's taxonomy and how it relates to different levels of thinking. It also discusses different generations and the evolution of digital technologies from Web 1.0 to 3.0. The document outlines various ICT approaches that can be used in English language teaching, such as CALL, MALL, and blended learning. Both the advantages and disadvantages of integrating ICT into English language teaching are presented, including how it can improve students' skills but also the challenges of technical issues, time allocation, and digital literacy.
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Gabrielle Nation's Diversity in Educational Technologygnation
The document discusses several key topics related to global connections and cultural diversity in education. It notes that minority student populations are growing and more students speak other languages besides English. Effective teachers understand students' diverse backgrounds and experiences and use this diversity to promote achievement. Some strategies discussed include questioning techniques, peer interactions, and reflective journals. The document also addresses digital divide issues and how technology can be leveraged to increase equitable access for all students. Finally, it discusses how culture shapes perspectives and the importance of acknowledging differences while promoting respect among students.
This was an assignment for GMU's Innovations in Distance Learning. The assignments was to compare three online courses and provide a compare and contrast analysis.
The document discusses the history and current state of distance education at the University of Iceland. It outlines initial efforts starting in 1997, supported by the rector and ministry of education. While some courses were offered, there was no coherent strategy. Barriers to further expansion included a lack of consensus on the role and value of distance education, insufficient resources and technical skills, and a culture prioritizing research over teaching. For distance education to grow, it needs to become a university-wide policy through coordination between leadership, departments, technical support and other stakeholders.
Digital citizen2015 Capturing the Voice of the Childdebbieholley1
The document describes a co-design workshop held at Maylandsea Primary School in Essex to develop calmer classrooms. In the workshop, children and teachers worked together to design a website with interactive resources about classroom behavior management. The children identified talking, making noise, fidgeting, not listening, holding up class, and knocking into others as the top issues. Their input was captured to help shape professional development resources for teachers in behavior management.
Preparing English-Language Learners for the American Academy: New and Evolvin...Elizabeth Johns
The VCU Libraries has created a partnership with the university’s English Language Program to provide strategically outreach and support to international English language learners for the rigors of an American university. Over the past year, the Libraries has been learning more about the ELP curriculum, and is working to integrate appropriate information literacy skills into these classes. This poster will discuss the project’s progress, challenges, and successes, and the knowledge gained through building this new relationship.
Presented at WILU 2014.
1) In 2008, the Dutch Ministry of Education launched Wikiwijs as a national initiative to promote the development and use of open educational resources (OER) across all educational sectors in the Netherlands.
2) Wikiwijs aims to stimulate the development and use of OER, improve access to digital learning materials, and support teachers in creating and sharing their own materials.
3) The initiative provides a repository of OER, a directory of digital resources, and tools to allow teachers to easily create and arrange learning materials.
Wikiwijs, a nation wide initiative 20100505Robert Schuwer
1) In 2008, the Dutch Ministry of Education launched Wikiwijs as a national initiative to promote the development and use of open educational resources (OER) across all educational sectors in the Netherlands.
2) Wikiwijs aims to stimulate the creation and use of OERs, improve access to digital learning materials, and support teachers in developing their own materials.
3) The initiative provides a repository of OERs, a directory of digital resources, and tools to allow teachers to easily create and share materials under a Creative Commons license.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
The Academy for Teacher Excellence (ATE) held a Partnership Advisory Leadership Stakeholders meeting on January 28, 2011 at the University of Texas at San Antonio to discuss their vision, mission, and current projects. ATE aims to prepare educators through various programs like the Accelerated Teacher Education Program, which has placed over 120 graduates in schools across 13 districts, impacting over 12,000 students. ATE also discussed the Equity, Education, Entrepreneurship project which uses technology to support Latino students in STEM fields through initiatives like La Clase Magica. Upcoming ATE events were announced, and attendees were invited to provide feedback on how ATE can better support partner school districts.
This document describes an international online course for teacher educators to help prepare future teachers for a digital age. The course will be co-taught by educators from the US and Suriname and involve 30 teacher educators from 20 countries. It will model 21st century skills and project-based learning. Participants will collaboratively develop an online global course project using digital tools like forums, wikis, and Google apps. The goal is to help teacher education programs deliver instruction using contemporary technologies to model technology-integrated, distance teaching that is student-centered.
IDEAL-NM 2010 Keynote - Rural Virtual Schooling: Research on the Teaching and...Michael Barbour
This document summarizes research on rural virtual schooling and the roles of various participants. It finds that while distance education is commonly used in rural districts, there is limited research on K-12 online learning. Most studies describe potential benefits and challenges. The roles of virtual school designers, teachers, and site facilitators are discussed, with research finding that site facilitators who work directly with students are key to program success. Open questions remain about online learning suitability for all students.
This document discusses educational reform in Chile. It notes that teachers who think more complexly about their teaching methods tend to have higher scoring students. It also discusses the importance of reflective dialogue between teachers and mentors. The key issues in Chilean education are identified as poor quality and a lack of awareness about how learning models impact student learning. Specific problems are outlined, such as a lack of computers and parental involvement. The document concludes by stating that education became the top priority for the Chilean government in 1993-1994.
Teaching and Learning in Second Life as Part of a Blended Approach: Reflecti...Sheila Webber
This presentation “Teaching and Learning in Second Life as Part of a Blended Approach:Reflections and Lessons learned” was given at the Virtual Worlds Best Practices in Education conference 2012, on 16th March 2012, in the virtual world, Second Life. The authors are Sheila Webber, Senior Lecturer, Information School: the iSchool, University of Sheffield, UK and Ridvan Ata, PhD Candidate, School of Education, University of Sheffield, UK.
Current & Emerging Instructional Technology - MTaylorMacietaylor3490
This document discusses current and emerging instructional technology and STEM education. It provides definitions of STEM, quotes the benefits of STEM education in the classroom according to the US Department of Education. Specifically, it notes that jobs of the future will be related to STEM fields and that technology must be a priority in US classrooms to better prepare students. The document also outlines a 5-year plan to improve STEM education and lists both benefits and potential cons of incorporating more technology into classrooms.
Information literacy, the Finnish core curriculum and the role of school libr...Empatic Project
Presentation by Anu Ojaranta
Researcher/PhD student
Åbo Akademi University
Department of Information Studies
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
This document discusses new directions for school libraries in light of changing technologies and literacy needs. It identifies critical thinking, multiple and new visual languages, information literacy, and new technologies as important areas. It also lists new literacy outcomes like critical literacy, technological literacy, inquiry and problem solving, ethics, creativity, and representation. The document notes a need for more educational research on students' information and digital literacy skills. It discusses challenges like effective navigation of information, critical evaluation, synthesizing information, and ethical/social use of information.
How to Plan and Develop Information Literacy Programmes in SchoolsEmpatic Project
Presentation by Prof. Dr. Serap Kurbanoglu
Hacettepe University
Department of Information Management
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Musings about information literacy in school settings. Old and new questionsEmpatic Project
Presentation byTibor Koltay
Department of Information and Library Studies
Szent István University
Jászberény
&
Department of Library and Information Science
University of West Hungary
Szombathely, Hungary
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Gabrielle Nation's Diversity in Educational Technologygnation
The document discusses several key topics related to global connections and cultural diversity in education. It notes that minority student populations are growing and more students speak other languages besides English. Effective teachers understand students' diverse backgrounds and experiences and use this diversity to promote achievement. Some strategies discussed include questioning techniques, peer interactions, and reflective journals. The document also addresses digital divide issues and how technology can be leveraged to increase equitable access for all students. Finally, it discusses how culture shapes perspectives and the importance of acknowledging differences while promoting respect among students.
This was an assignment for GMU's Innovations in Distance Learning. The assignments was to compare three online courses and provide a compare and contrast analysis.
The document discusses the history and current state of distance education at the University of Iceland. It outlines initial efforts starting in 1997, supported by the rector and ministry of education. While some courses were offered, there was no coherent strategy. Barriers to further expansion included a lack of consensus on the role and value of distance education, insufficient resources and technical skills, and a culture prioritizing research over teaching. For distance education to grow, it needs to become a university-wide policy through coordination between leadership, departments, technical support and other stakeholders.
Digital citizen2015 Capturing the Voice of the Childdebbieholley1
The document describes a co-design workshop held at Maylandsea Primary School in Essex to develop calmer classrooms. In the workshop, children and teachers worked together to design a website with interactive resources about classroom behavior management. The children identified talking, making noise, fidgeting, not listening, holding up class, and knocking into others as the top issues. Their input was captured to help shape professional development resources for teachers in behavior management.
Preparing English-Language Learners for the American Academy: New and Evolvin...Elizabeth Johns
The VCU Libraries has created a partnership with the university’s English Language Program to provide strategically outreach and support to international English language learners for the rigors of an American university. Over the past year, the Libraries has been learning more about the ELP curriculum, and is working to integrate appropriate information literacy skills into these classes. This poster will discuss the project’s progress, challenges, and successes, and the knowledge gained through building this new relationship.
Presented at WILU 2014.
1) In 2008, the Dutch Ministry of Education launched Wikiwijs as a national initiative to promote the development and use of open educational resources (OER) across all educational sectors in the Netherlands.
2) Wikiwijs aims to stimulate the development and use of OER, improve access to digital learning materials, and support teachers in creating and sharing their own materials.
3) The initiative provides a repository of OER, a directory of digital resources, and tools to allow teachers to easily create and arrange learning materials.
Wikiwijs, a nation wide initiative 20100505Robert Schuwer
1) In 2008, the Dutch Ministry of Education launched Wikiwijs as a national initiative to promote the development and use of open educational resources (OER) across all educational sectors in the Netherlands.
2) Wikiwijs aims to stimulate the creation and use of OERs, improve access to digital learning materials, and support teachers in developing their own materials.
3) The initiative provides a repository of OERs, a directory of digital resources, and tools to allow teachers to easily create and share materials under a Creative Commons license.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
The Academy for Teacher Excellence (ATE) held a Partnership Advisory Leadership Stakeholders meeting on January 28, 2011 at the University of Texas at San Antonio to discuss their vision, mission, and current projects. ATE aims to prepare educators through various programs like the Accelerated Teacher Education Program, which has placed over 120 graduates in schools across 13 districts, impacting over 12,000 students. ATE also discussed the Equity, Education, Entrepreneurship project which uses technology to support Latino students in STEM fields through initiatives like La Clase Magica. Upcoming ATE events were announced, and attendees were invited to provide feedback on how ATE can better support partner school districts.
This document describes an international online course for teacher educators to help prepare future teachers for a digital age. The course will be co-taught by educators from the US and Suriname and involve 30 teacher educators from 20 countries. It will model 21st century skills and project-based learning. Participants will collaboratively develop an online global course project using digital tools like forums, wikis, and Google apps. The goal is to help teacher education programs deliver instruction using contemporary technologies to model technology-integrated, distance teaching that is student-centered.
IDEAL-NM 2010 Keynote - Rural Virtual Schooling: Research on the Teaching and...Michael Barbour
This document summarizes research on rural virtual schooling and the roles of various participants. It finds that while distance education is commonly used in rural districts, there is limited research on K-12 online learning. Most studies describe potential benefits and challenges. The roles of virtual school designers, teachers, and site facilitators are discussed, with research finding that site facilitators who work directly with students are key to program success. Open questions remain about online learning suitability for all students.
This document discusses educational reform in Chile. It notes that teachers who think more complexly about their teaching methods tend to have higher scoring students. It also discusses the importance of reflective dialogue between teachers and mentors. The key issues in Chilean education are identified as poor quality and a lack of awareness about how learning models impact student learning. Specific problems are outlined, such as a lack of computers and parental involvement. The document concludes by stating that education became the top priority for the Chilean government in 1993-1994.
Teaching and Learning in Second Life as Part of a Blended Approach: Reflecti...Sheila Webber
This presentation “Teaching and Learning in Second Life as Part of a Blended Approach:Reflections and Lessons learned” was given at the Virtual Worlds Best Practices in Education conference 2012, on 16th March 2012, in the virtual world, Second Life. The authors are Sheila Webber, Senior Lecturer, Information School: the iSchool, University of Sheffield, UK and Ridvan Ata, PhD Candidate, School of Education, University of Sheffield, UK.
Current & Emerging Instructional Technology - MTaylorMacietaylor3490
This document discusses current and emerging instructional technology and STEM education. It provides definitions of STEM, quotes the benefits of STEM education in the classroom according to the US Department of Education. Specifically, it notes that jobs of the future will be related to STEM fields and that technology must be a priority in US classrooms to better prepare students. The document also outlines a 5-year plan to improve STEM education and lists both benefits and potential cons of incorporating more technology into classrooms.
Information literacy, the Finnish core curriculum and the role of school libr...Empatic Project
Presentation by Anu Ojaranta
Researcher/PhD student
Åbo Akademi University
Department of Information Studies
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
This document discusses new directions for school libraries in light of changing technologies and literacy needs. It identifies critical thinking, multiple and new visual languages, information literacy, and new technologies as important areas. It also lists new literacy outcomes like critical literacy, technological literacy, inquiry and problem solving, ethics, creativity, and representation. The document notes a need for more educational research on students' information and digital literacy skills. It discusses challenges like effective navigation of information, critical evaluation, synthesizing information, and ethical/social use of information.
How to Plan and Develop Information Literacy Programmes in SchoolsEmpatic Project
Presentation by Prof. Dr. Serap Kurbanoglu
Hacettepe University
Department of Information Management
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Musings about information literacy in school settings. Old and new questionsEmpatic Project
Presentation byTibor Koltay
Department of Information and Library Studies
Szent István University
Jászberény
&
Department of Library and Information Science
University of West Hungary
Szombathely, Hungary
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
"Expanding Literacies Through School Libraries," Elizabeth Friese, Kristin Fontichiaro, Wendy Stephens, and Laura Warren-Gross. National Council of Teachers of English. November 20, 2010.
Selected methodological issues in creating the Information Literacy developme...Empatic Project
Paper by Sabina Cisek and Maria Maria Próchnicka
Jagiellonian University Krakow, Poland
The 3rd Qualitative and Quantitative Methods in Libraries International Conference (QQML2011),
Venue: Athens Greece
Date: 24 -‐ 27 May 2011
Metoda studium przypadku w badaniach kultury informacyjnej Empatic Project
Paper presented by: Sabina Cisek and Maria Próchnicka
Instytut Informacji Naukowej i Bibliotekoznawstwa, Uniwersytet Jagielloński w Krakowie
Venue: XI Forum on Scholarly and Technical Information,
Zakopane, Poland
20-23 September 2011
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 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.
The document discusses the role and competencies of an instructional leader. It identifies the top ten competencies which include fostering effective relationships, leading a learning community, understanding the larger societal context, being principled, organized, accessible, resourceful, a model, able to map and facilitate the curriculum, and able to use data to improve student achievement. It also outlines the seven domains of the Teacher Leader Model Standards which guide instructional leaders, including fostering collaboration, accessing research, promoting professional learning, facilitating instruction and learning, promoting assessment and data, improving family and community outreach, and advocating for student learning.
Parents And Caregivers Information Evening Thursday 23 JulyAngie Simmons
This document provides information for parents and caregivers about an information evening being held at the school on July 23, 2009. It summarizes the vision and outcomes of the IPlus cluster project involving several schools. The project aims to implement the New Zealand curriculum through e-learning. Key outcomes include increasing teacher and principal capabilities, empowering students as independent thinkers, and using ICT to explore different learning areas and develop inquiry skills. National standards in reading and mathematics will also be introduced in 2010. The document invites parents to get involved in classes, activities, and special projects at the school.
Insights on Academic Integrity Literacy Instruction and Policy Development in...Zakir Hossain/ICS, Zurich
A holistic approach is required to create and maintain academic integrity in early education years in Africa. This includes the role of the teachers, school library professionals, school administration, and local education departments, and related stakeholders such as anti-corruption unit/department of a particular country! Study reported that in many African nations have well-established and active anti-corruption departments and campaigns (Doig et al., 2005; Kututwa, 2005; United Nations - Office on Drugs and Crime, 2022) that can be integrated into the school curriculum and linked to academic integrity and values education.
Cambridge Curriulum for Information Literacy workshop presentationJane Secker
The document summarizes a workshop aimed at gathering feedback on a draft curriculum for information literacy. It provides an agenda for the workshop including welcome, presentations on the background and draft curriculum, discussion, and next steps. It also gives context on the development of the curriculum through expert consultation and outlines some of the key attributes and themes covered in the draft curriculum.
The document discusses information and digital literacy research and practice at the London School of Economics (LSE). It provides an overview of information literacy programs, courses, and research projects at LSE including embedding information literacy into undergraduate courses, a digital literacy course for staff and PhD students, and a JISC-funded project to develop open educational resources for information literacy. It also summarizes the speaker's background in information literacy and an Arcadia Fellowship project to develop a new undergraduate information literacy curriculum.
The document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.
Education systems have been disrupted by the COVID-19 pandemic. The document discusses four potential scenarios for the future of education based on an OECD report. Scenario 3 envisions schools remaining important but becoming more diverse learning hubs that are connected to their local communities. Schools would function as nodes in networks, with more flexible and personalized learning opportunities involving community partnerships. Teachers would take on networked roles within broader expertise communities. Governance would emphasize local decision making and self-organizing partnerships between schools and other institutions.
transition: literacy and information literacy. author: philip russellPhilip Russell
Presentation given at Seminar - 'Learning to Learn at College: Students Transitioning to Reading, Writing and Knowledge Creation at Third Level' - at the Dublin Institute of Technology, Grangegorman, Dublin, Ireland on February 6th 2015.
This seminar was supported by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
A Departmental Information Literacy Strategy and Frameworks for Independent L...Lyn Parker
The document discusses developing an information literacy strategy for the Department of Town and Regional Planning at the University of Sheffield. It aims to empower students to become independent learners through improving their ability to find, evaluate, and use information effectively. The strategy identifies gaps, sets expectations for information literacy skills at each academic level, and develops targeted teaching and assessments to strengthen these skills. By explicitly integrating information literacy across the curriculum, the strategy intends to facilitate research-led teaching and support students beyond graduation.
How to engage all students in project-based, higher-level learning programs. This is a framework for developing student-centered, project-based schools through engagement and research.
Dr. Donald James, Executive Director of CITE, and former superintendent of Commack Schools, discusses how to engage all students in project-based, higher-level learning programs.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
This document outlines a session on collaborating in the development and integration of information and other learning literacies. It discusses three case studies: 1) staff development at City, University of London through a library-led collaboration; 2) student development through Manchester University's "My Learning Essentials" program; and 3) policy and strategy development at QMUL where the library helped develop an information literacy policy aligned with employability goals. Participants then discussed these topics in a World Café format before reflecting on next steps to continue collaborating across professional groups to strengthen information literacy.
This document discusses inquiry-based learning (IBL) and its use in language classrooms. IBL involves asking questions to drive learning. It helps develop skills like critical thinking that are important for the future. There are different types of IBL, from teacher-led to student-directed. Technology allows access to vast information online but teachers must guide students to appropriate sources. The document also recommends steps to apply IBL, like identifying language topics and creating core questions. Finally, it introduces active learning approaches like IBL, research-based learning, and project-based learning that engage students and relate lessons to real-world issues.
This document discusses the dimensions of CLIL (Content, Language, Learning, Environment, Culture) and how they interact in practice. It explains each dimension in detail and outlines some advantages of CLIL for young learners, such as increased comprehensible input and motivation through learning topics that interest them. The document also discusses how key CLIL terms like target language, ICT, intercultural knowledge, and learning styles interact in a CLIL lesson. Finally, it explains how visual organizers and Bloom's taxonomy can be used to scaffold students' learning at the primary level.
This document discusses integrated teaching methods for early childhood English language learners. It defines integrated teaching as incorporating subjects within each other and connecting to students' lives. The document reviews how integrated methods like project-based learning can provide inquiry-based exploration. While research finds benefits to integration, it also notes English language learners may not benefit as much as native English speakers and teachers need better training to meet their needs. The document concludes by emphasizing the importance of preparing teachers for integrated instruction of diverse students.
Creating knowledge viii: Teaching the next generation of IL educatorsPamela McKinney
This document summarizes an information literacy module taught to future educators. The module uses Entwistle's Teaching-Learning Environments model to examine the context of the course. It is offered in both face-to-face and distance learning formats, with similar content but different delivery methods. The goals are for students to understand information literacy concepts, develop their own skills, and learn approaches for teaching others. Assessments include an annotated bibliography and designing an information literacy intervention with reflection. Student characteristics and quality of learning are also discussed.
Understanding sei instruction through the lens of the teacherehanson21
This document provides an overview of Emily Hanson's thesis project which examines how teachers implement Structured English Immersion (SEI) programs for English Language Learners. The thesis will explore how SEI teachers differentiate instruction, identify effective instructional strategies, and address challenges. Hanson conducted research by observing an SEI teacher at Nathaniel Bowditch School. The purpose of the research is to understand SEI programs and how they can promote academic achievement for English Language Learners, while informing teaching practices and curriculum development.
Similar to Information Literacy in school libraries (20)
The document summarizes the International Workshop "Information Literacy Development in the School Sector" held in Krakow, Poland on June 8, 2011. The workshop aimed to validate models, standards, and case studies related to information literacy (IL) in schools that were developed as part of the EMPATIC project. Over 30 participants from Poland and abroad discussed various topics regarding IL in K-12 education, including national strategies, teacher training, best practices, and real-world IL initiatives in Polish schools.
This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.
Validation Report - Adult Education and Lifelong Learning SectorEmpatic Project
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
Validation Report - Vocational Education & Training SectorEmpatic Project
The document provides a summary of a validation workshop for the EMPATIC project regarding information literacy in the vocational education sector in Turkey. The workshop discussed:
- The importance and current state of vocational education and information literacy in Turkey
- Challenges integrating information literacy into the vocational education system in Turkey
- Suggestions for best practices and case studies from other countries that could be applied, including developing an information literacy training database and training more information literacy trainers
- Major issues identified were the lack of awareness of and budget for information literacy and the need for better cooperation between vocational education institutions in Turkey
This document proposes a strategic framework for developing information literacy in Europe. It begins with defining information literacy and explaining its importance for lifelong learning, education, and society. The document then outlines a methodology for creating an information literacy strategy based on existing models.
The proposed strategic framework includes establishing a mission to mainstream information literacy, a vision of information literate citizens and societies, and goals around awareness, institutionalization, and integrating information literacy into education curricula. It identifies stakeholders and provides examples of strategic actions and standards that could be used to measure performance. The framework is intended to guide the development of more specific information literacy models for different educational sectors.
The document outlines the quality assurance, risk management, and impact assessment strategies for the EMPATIC project. It describes the processes for ensuring high quality outputs through peer review. It also establishes a risk management framework that includes identifying risks, quantifying their likelihood and impact, and monitoring risks and responses throughout the project. Finally, it details the approach for evaluating the impact of the project's work on policymakers.
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
The document describes the scope, purpose and methodology used to identify 20 best practice cases of Information Literacy development initiatives in Europe. It aimed to find programs that illustrated strategic, coherent approaches to IL education across different sectors. Selection criteria included the country, funding source, focus/type, learning sector, literacy area, and range/stakeholders of each initiative. The best cases were meant to exemplify how to change IL policy at the EU level, as currently most activities are ad hoc and fragmented. It was difficult to evaluate initiatives due to lack of complete information, but formal criteria like illustrating the EMPATIC goals and having clear descriptions were used.
Report on Finalised Information Literacy Case StudiesEmpatic Project
This report provides case studies of Information Literacy initiatives across four learning sectors: Higher Education, Schools, Vocational Education, and Adult Education. In each sector, the report identifies key problems or potential benefits of Information Literacy based on previous Empatic project deliverables. For each sector, 2-3 case studies are then summarized that address one or more of the identified issues. The case studies provide concrete examples of Information Literacy initiatives to raise awareness among policymakers of how Information Literacy can be implemented and the benefits it provides to different learning sectors.
The document outlines 11 recommendations for policy makers in the schools sector regarding information literacy (IL):
1. IL must be promoted to stakeholders and a national IL policy developed with common European standards and learning outcomes.
2. Cooperation is needed between ministries of education, library science departments, libraries and all IL stakeholders including teachers, students, and local communities.
3. Real work and development of IL must happen at the local level but be supported by national and European policies and law.
EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
Report on Current State and Best Practices in Information LiteracyEmpatic Project
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
This document provides an agenda for the Qualitative and Quantitative Methods in Libraries International Conference (QQML2011) taking place from May 24-26, 2011. The conference includes keynote speeches, sessions, and workshops on topics related to qualitative and quantitative research methods in libraries. Sessions will cover areas such as library assessment, bibliometrics, information literacy, human resources, and users and their behaviors. The agenda lists the date, time, chairs, presenters, and titles for each session slotted throughout the three day conference.
The one-day EMPATIC Project International Workshop was held on May 30, 2011 at the National Library of Turkey in Ankara. The program included opening speeches, two keynote speeches on the importance of information literacy and on vocational education and training, breaks, a presentation on the EMPATIC Project, lunch, a workshop on vocational education and information literacy, remarks and an evaluation, and closing. The workshop aimed to discuss topics related to information literacy and vocational education.
The document announces an international workshop on information literacy development in schools to be held on June 8, 2011 in Krakow, Poland. The workshop is part of the EMPATIC project at Jagiellonian University. The day-long workshop will consist of presentations on developing information literacy programs and standards for schools from speakers representing Poland, Turkey, Finland, Great Britain, and Hungary. Topics will include information literacy curriculum, best practices in Europe, and using eTwinning projects and virtual mobility to enhance information literacy in international contexts. The workshop aims to discuss information literacy development in K-12 education.
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Information Literacy in school libraries
1. Information Literacy in school libraries Sheila Webber Information School, University of Sheffield June 2011 International IL Logo: http://www.infolitglobal.info/
2. Progression of Information Literacy Progression = steady development of IL, year on year Progression through school years Progression within subjects (IL within geography, English etc.) Lifelong learning: progression from early years, and helping transition to college/ university Can be helped by adopting a model or framework for IL
3. Model/ framework of IL Many models (e.g. Big6, James Herring’s model) Success when adopt clear, easily understood model and make it widely available Model adopted by school Known by teachers and students Used in lessons Visible in classrooms e.g. on wall Which model is chosen: may depend on country/ curriculum/ school
4. Contextualising IL in school/ national curriculum In UK: national curricula dictate what is taught Williams and Wavell’s research: even teachers interested in IL feel they have no space to teach it Therefore importance of getting IL formally into national curriculum Otherwise: can show how IL supports key elements of the curriculum Example: Curriculum for Excellence in Scotland: Scottish Library and Information Council (2009) Improving libraries for learners.
5. National frameworks for IL Frameworks for IL through life Scottish IL framework Welsh IL framework Welsh example Involving key government agencies (not just librarians) in core planning Linking framework to national educational framework Developing examples of IL in different contexts to demonstrate value Scottish “case studies” in schools at different age levels Welsh examples including IL helping employability and citizenship etc.
6. Status of librarian Obviously valuable if law saying that school has to have a librarian ;-) Campaign for librarians not just libraries Being seen as trained professional colleague by teachers Being supported by senior managers in schools (Head Teacher etc.) Being respected by pupils (personal qualities and confidence of librarian + how treated by teachers)
8. Looking @ Practice Finding and using information: Early LevelI listen or watch for useful or interesting information and I use this to make choices to learn new things. LIT 0.04a Information Literacy in Junior (Primary) 1St Margaret’s School, Edinburgh Irving, Christine. (2010) “Begin at the beginning - Information and Critical Literacy in Curriculum for Excellence Early & First Level (Nursery & Primary Schools) “ Presented at the LILAC Conference, Limerick, 29 March 2010.
9. Critical and digital literacy Creating information Managing online identity Assessing information from web, people, print etc.
10. Goals Helping people customise IL to national/ school context (rather than attempting to get a model of IL to fit everyone’s needs) Ammunition, examples, support in getting IL into national education strategy and into local school strategy Models of school librarian education, role and status Recommendations/ roles for other stakeholders: parents, government, teachers, public & university libraries Examples of IL in different subjects, levels (age and ability), meeting different learning outcomes; examples using terminology of educators (which can vary between countries)
11. Web resources James Herring’s blog http://jherring.wordpress.com/ Scottish IL Project http://caledonianblogs.net/information-literacy/ (UK) School Library Association http://www.sla.org.uk Welsh Information Literacy Project http://library.wales.org/en/information-literacy/
12. UK documents Morris, E. (2010) School Libraries: a plan for improvement. Museums, Libraries & Archives Council, and the National Literacy Trust. (Report of an official Commission inquiring into school libraries) School Library Association. (2010) Primary School Library Charter. Swindon: SLA. Scottish Library and Information Council. (2009) Improving Libraries for Learners: supporting learning and meeting needs. Motherwell: SLIC
13. Sheila Webber s.webber@shef.ac.uk Information School, University of Sheffield, UK http://information-literacy.blogspot.com/ http://www.slideshare.net/sheilawebber/ Twitter and Second Life: Sheila Yoshikawa