Subject gateways and portals are internet services that provide organized access to resources through description and links. [1] Subject gateways focus on discipline-specific resources selected by librarians to ensure high quality, while portals aggregate diverse information in a unified way. [2] Both services aim to address information overload by guiding users to relevant materials through browsing and searching capabilities.
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
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
This document defines and describes special libraries. It notes that a special library is established by an organization like a business, government agency, or association to meet the information needs of its members or staff. It pursues the goals of its parent organization. Special libraries have collections focused on the subject interests of the hosting body. They are staffed by specialized librarians and support staff. Their mission is to provide current information to users, and their vision is to serve as the center of information for the organization.
The document discusses several resource discovery tools that can be used to search for scholarly materials across different types of content. It provides information on tools such as Google Scholar, EBSCO Discovery Service, ProQuest, SirsiDynix, Scopus, and WorldCat. Each tool is summarized, outlining its key features and functions in allowing users to discover resources for research and learning.
This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's learners spend more time on technology like phones, social media, games, and the internet. Using technology in teaching can stimulate brain development and allow for unique knowledge construction. It also notes teachers need to understand digital learners and use technology to improve teaching and learning, as most student activities now require computer skills. Teachers must monitor technology use but also apply diverse instructional materials and strategies to engage different learners.
The document discusses the concept of equivalency theory in distance education. It defines key aspects of equivalency theory according to scholars Michael Simonson and Desmond Keegan. The theory focuses on providing equivalent learning experiences and outcomes for both local and distant learners through the appropriate application of instructional technologies and experiences tailored to individual learners' needs. Instructors can achieve equivalence by assessing technology availability, determining appropriate learner outcomes and experiences, and preparing content for online delivery through various instructional models.
Subject gateways and portals are internet services that provide organized access to resources through description and links. [1] Subject gateways focus on discipline-specific resources selected by librarians to ensure high quality, while portals aggregate diverse information in a unified way. [2] Both services aim to address information overload by guiding users to relevant materials through browsing and searching capabilities.
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
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
This document defines and describes special libraries. It notes that a special library is established by an organization like a business, government agency, or association to meet the information needs of its members or staff. It pursues the goals of its parent organization. Special libraries have collections focused on the subject interests of the hosting body. They are staffed by specialized librarians and support staff. Their mission is to provide current information to users, and their vision is to serve as the center of information for the organization.
The document discusses several resource discovery tools that can be used to search for scholarly materials across different types of content. It provides information on tools such as Google Scholar, EBSCO Discovery Service, ProQuest, SirsiDynix, Scopus, and WorldCat. Each tool is summarized, outlining its key features and functions in allowing users to discover resources for research and learning.
This document discusses understanding technology learners and how to engage them in technology-based instruction. It notes that today's learners spend more time on technology like phones, social media, games, and the internet. Using technology in teaching can stimulate brain development and allow for unique knowledge construction. It also notes teachers need to understand digital learners and use technology to improve teaching and learning, as most student activities now require computer skills. Teachers must monitor technology use but also apply diverse instructional materials and strategies to engage different learners.
The document discusses the concept of equivalency theory in distance education. It defines key aspects of equivalency theory according to scholars Michael Simonson and Desmond Keegan. The theory focuses on providing equivalent learning experiences and outcomes for both local and distant learners through the appropriate application of instructional technologies and experiences tailored to individual learners' needs. Instructors can achieve equivalence by assessing technology availability, determining appropriate learner outcomes and experiences, and preparing content for online delivery through various instructional models.
The document discusses curriculum planning and development. It states that the quality of a school's curriculum shapes the quality of thinking and minds of students. Effective curriculum planning stimulates change, raises awareness, and ensures activities are documented as a resource. Curriculum planning involves setting goals, choosing resources, and assessing progress. The staff room is where teachers can discuss problems, research improvements, and develop a shared vision to enhance student learning outcomes. Evaluation of the curriculum measures the achievement of objectives and smooth implementation of educational programs. Ultimately, the curriculum encompasses all subjects, content, programs, resources, and experiences that occur in school.
This document outlines key concepts related to the teaching and learning process. It begins with definitions of teaching and learning approaches, including teacher-centered vs learner-centered. It then discusses principles of teaching and learning, including involving prior knowledge and addressing individual differences. The document also outlines the stages of the teaching process, from planning to implementation to evaluation. It discusses considerations for planning like setting objectives and selecting content and strategies. Finally, it discusses principles of learning from behavioral and cognitive perspectives, and models of teaching based on cognitive learning theory.
Action research: its' significance to educationThe importance of action resea...Ramil Polintan
The document provides an overview of action research, including its definition, purposes, characteristics, model, and steps. Action research is a type of research undertaken by teachers and administrators to help improve their practices. It involves identifying a problem, analyzing the problem through data collection, formulating an action hypothesis, experimenting and taking action, evaluating the results, and drawing conclusions. The goal of action research is positive change, such as improving student achievement or teacher effectiveness. It is presented as a practical approach that can help educators make better decisions.
The document discusses transdisciplinary learning, which allows students to authentically make connections between subjects so that they can construct their own meaning and apply learning to real-world situations. It notes that a transdisciplinary approach can help develop four pillars of new education outlined by UNESCO: learning to know, to do, to live together with others, and to be. The document provides various activities and videos to illustrate transdisciplinary concepts, skills, and their alignment with the UNESCO education pillars.
This document discusses collection development in libraries. It begins with definitions of key terms like collection, collection development, and historical background. It then outlines the main components and processes of collection development, including developing policies, assessing community needs, selecting and acquiring materials, weeding collections, and assessing collections. The roles and responsibilities of collection development librarians are also summarized, such as selecting materials, budgeting, planning, communication, and more. The document emphasizes that collection development is an important process for building library collections to serve user needs.
This document discusses teaching concepts, skills, and values. It provides characteristics and guidelines for teaching each. Concepts are embedded in curriculum and defined through examples. Skills require knowledge and practice to improve. Values refer to opinions in categories like goodness, power, and truth. Direct approaches to teaching values include modeling, reasoned persuasion, and questioning strategies.
Cooperative learning involves small groups working together to improve their understanding of a subject. Each member is responsible for their own learning and helping others. Collaborative learning also involves groups working together, but is based on the idea that learning occurs through social interaction and discussion within the group. Both approaches aim to make learning more participatory by giving students active roles rather than having them passively receive knowledge. The key differences are that cooperative learning divides work among group members, while collaborative learning involves more discussion and joint problem solving.
COUNTER is an international initiative that establishes standards for recording and reporting online usage statistics for electronic resources. It aims to provide consistent, credible and comparable usage data through a set of guidelines and codes of practice. The COUNTER standards address terminology, report formats, data processing, categories, report delivery, compliance and governance. The standards were developed through collaboration between librarians and publishers to address inconsistencies in vendor-provided usage statistics and establish trust in usage data.
This document summarizes the fundamentals of e-resource licensing presented at the NASIG 28th Annual Conference on June 9, 2013. It discusses why licensing is important, an overview of relevant copyright and contract law, and the anatomy and key issues to consider in license agreements. The presentation focused on authorized users, uses, interlibrary loan, perpetual access, and negotiation tips. Resources on licensing guidelines and copyright law were also provided.
The document discusses new approaches to literacy and teaching in a digital environment. It identifies three revolutions in learning: 1) the development of language, 2) the invention of printing press, and 3) the rise of information and communication technologies (ICTs). ICTs have created a gap between digital native students and older teachers. Teachers must realize students now live in a digital world and need to be taught new digital literacies to succeed. These include skills like searching for information online, social networking, blogging, downloading music, online shopping, and playing video games. The role of teachers is shifting from knowledge transmitters to facilitators who give students more control over their learning through collaborative and project-based activities using ICTs
In a time of ever increasing physical collection space shortages and rapidly evolving higher education institutions, a holistic understanding of the collection lifecycle as well as a strategic approach to collection development and retention as well as stakeholder engagement is needed. Some struggle with what materials to withdraw, especially if there is faculty opposition and how to move forward collaboratively. Leveraging the experience of leading the local culture shift in a large Association of Research Library, the principles, policies and methods required to shift mental models towards what must be retained, facilitating withdrawal decisions, and connecting collection development with ongoing collection management will be explored.
Audience members will leave with:
• An understanding of why collection lifecycle management may be beneficial
• key questions to ask themselves and colleagues when wanting to shift to collection lifecycle management
• an understanding of how existing policies and high-level workflows feed into the collection lifecycle management approach
• an understanding of the practical aspects of implementation,
• a link to a toolkit with policy templates, guides on collection evaluation and stakeholder engagement.
This document provides an overview of the processes of selection and acquisition of library materials. It discusses that selection is deciding what materials to add to a collection based on reviews and collection development tools, while acquisition is the process of obtaining selected materials through purchasing, exchanges, or gifts. The document outlines the key differences and relationships between selection and acquisition. It also covers important aspects of developing a selection policy such as objectives, criteria, procedures, and handling controversial materials. The roles of librarians, faculty, and other stakeholders in selection are addressed. Acquisition is defined as confirming details, ordering, receiving, and processing new materials.
What Are Information Services? Defining Reference Service in School LibrariesJohan Koren
This document discusses information services and reference services provided by libraries. It defines information services as any service intended to provide information for a user or assist a user in finding information. Libraries traditionally provide reference services, which are functions performed by a librarian to meet the information needs of patrons. An important part of reference work is the reference interview, where the librarian determines the real question or information need through discussion with the patron. The reference interview involves techniques like paraphrasing, clarifying questions, and verifying to understand the patron's need. New forms of reference services include ready reference, research project assistance, readers' advisory, as well as digital and virtual reference services accessible online. The document debates whether reference services in school libraries must
Information Seeking Theories And Modelsguestab667e
This document provides an overview of information seeking models and theories. It discusses several models of information behavior and information seeking, including models by Wilson, Krikelas, Leckie et al., Bystrom and Jarvelin, and Johnson. It also outlines several theories of information seeking, such as Zipf's Principle of Least Effort, cost-benefit paradigm, uses and gratification theory, and play and entertainment theories. Common information behaviors are also listed and described briefly.
Setting learning objectives is important for tutors to design effective assessments, teaching strategies, and activities to help students develop their knowledge and skills. Learning objectives should be measurable statements of what students will know or be able to do by the end of a session. Examples include a student being able to identify variables in a word problem or describe key events of the Civil War. Setting clear learning objectives allows tutors to measure student learning and helps students understand what is expected of them.
The New Normal: Library Services in the Philippines amidst COVID-19Shirley Ingles-Cruz
The document summarizes library services in the Philippines amidst the COVID-19 pandemic. It discusses the scenario in the Philippines, with lockdowns and quarantines implemented starting in March 2020. It describes how library services have shifted online, with staff working from home using online resources. It outlines protections put in place for staff, users, and collections, including social distancing, sanitization, and limiting the number of users. The document concludes by discussing challenges in reopening libraries, such as ensuring users and stakeholders are prepared for the new normal and having adequate technological and digital resources.
Curriculum development in lis education in usa,UK, Europe and Indiaridadoll
This document summarizes the curriculum development in Library and Information Science (LIS) education in the USA, UK, Europe, and India. It provides details on the core courses offered in LIS programs in these regions, with an emphasis on incorporating Information and Communication Technologies (ICT). In the USA and Europe, there is a strong focus on teaching ICT applications in libraries. The UK curriculum focuses more on archives management and digital curation. Accreditation bodies like ALA and CILIP regulate LIS education standards. Indian LIS education also emphasizes ICT but needs further development and practical training to keep pace with digital changes.
This document discusses information and communication technologies (ICT) used in libraries. The objectives of the workshop are to provide an overview of ICT needs for library automation, how ICT is used in library services, and challenges faced by library professionals in providing services with ICT. It also discusses planning library automation, the impact of technology on libraries, and managing automated systems. The document outlines types of ICT infrastructure, software, electronic resources, and barriers to automation in libraries. It provides examples of how ICT can be used for library management, processing materials, developing online and offline resources, and providing services to patrons.
Book displays are a great way to highlight underused collections, increase circulation, and to encourage discovery in your library. In this free webcast with Susan Brown, director of the Chapel Hill Public Library and Nancy Dowd, co-author of ALA’ s best-selling book, Bite-Sized Marketing: Realistic Solutions for Overworked Librarians, will show you how you can create book displays that will leave readers asking for more.
Chang et al- A comprehensive model of information literacyIFLA_InfolitRef
This document presents a comprehensive model of information literacy (IL) that elaborates on IL activities and competencies throughout the research process at both individual and group levels. The model aims to cover various stages of IL, collaborative information seeking, social responsibility, and attitudes that facilitate becoming information literate. It consists of five main competencies - defining information tasks, selecting sources, seeking and evaluating information, synthesizing and using information, and appraising the process and product. It also includes collaborative processes, social responsibility, and desirable attitudes. The document discusses developing an IL curriculum framework in Singapore based on a national IL survey of students in primary 3, 5 and secondary 3.
An information search model provides a structure to support the development of research, problem-solving, and self-awareness skills. When students understand the model, they can better comprehend the scope of the task and strategies needed to complete it. A common model used across a school allows students to gradually learn expert search patterns and apply them in different contexts. Several examples of information search models are described, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, the Ws of Information Inquiry, and the Research Cycle.
The document discusses curriculum planning and development. It states that the quality of a school's curriculum shapes the quality of thinking and minds of students. Effective curriculum planning stimulates change, raises awareness, and ensures activities are documented as a resource. Curriculum planning involves setting goals, choosing resources, and assessing progress. The staff room is where teachers can discuss problems, research improvements, and develop a shared vision to enhance student learning outcomes. Evaluation of the curriculum measures the achievement of objectives and smooth implementation of educational programs. Ultimately, the curriculum encompasses all subjects, content, programs, resources, and experiences that occur in school.
This document outlines key concepts related to the teaching and learning process. It begins with definitions of teaching and learning approaches, including teacher-centered vs learner-centered. It then discusses principles of teaching and learning, including involving prior knowledge and addressing individual differences. The document also outlines the stages of the teaching process, from planning to implementation to evaluation. It discusses considerations for planning like setting objectives and selecting content and strategies. Finally, it discusses principles of learning from behavioral and cognitive perspectives, and models of teaching based on cognitive learning theory.
Action research: its' significance to educationThe importance of action resea...Ramil Polintan
The document provides an overview of action research, including its definition, purposes, characteristics, model, and steps. Action research is a type of research undertaken by teachers and administrators to help improve their practices. It involves identifying a problem, analyzing the problem through data collection, formulating an action hypothesis, experimenting and taking action, evaluating the results, and drawing conclusions. The goal of action research is positive change, such as improving student achievement or teacher effectiveness. It is presented as a practical approach that can help educators make better decisions.
The document discusses transdisciplinary learning, which allows students to authentically make connections between subjects so that they can construct their own meaning and apply learning to real-world situations. It notes that a transdisciplinary approach can help develop four pillars of new education outlined by UNESCO: learning to know, to do, to live together with others, and to be. The document provides various activities and videos to illustrate transdisciplinary concepts, skills, and their alignment with the UNESCO education pillars.
This document discusses collection development in libraries. It begins with definitions of key terms like collection, collection development, and historical background. It then outlines the main components and processes of collection development, including developing policies, assessing community needs, selecting and acquiring materials, weeding collections, and assessing collections. The roles and responsibilities of collection development librarians are also summarized, such as selecting materials, budgeting, planning, communication, and more. The document emphasizes that collection development is an important process for building library collections to serve user needs.
This document discusses teaching concepts, skills, and values. It provides characteristics and guidelines for teaching each. Concepts are embedded in curriculum and defined through examples. Skills require knowledge and practice to improve. Values refer to opinions in categories like goodness, power, and truth. Direct approaches to teaching values include modeling, reasoned persuasion, and questioning strategies.
Cooperative learning involves small groups working together to improve their understanding of a subject. Each member is responsible for their own learning and helping others. Collaborative learning also involves groups working together, but is based on the idea that learning occurs through social interaction and discussion within the group. Both approaches aim to make learning more participatory by giving students active roles rather than having them passively receive knowledge. The key differences are that cooperative learning divides work among group members, while collaborative learning involves more discussion and joint problem solving.
COUNTER is an international initiative that establishes standards for recording and reporting online usage statistics for electronic resources. It aims to provide consistent, credible and comparable usage data through a set of guidelines and codes of practice. The COUNTER standards address terminology, report formats, data processing, categories, report delivery, compliance and governance. The standards were developed through collaboration between librarians and publishers to address inconsistencies in vendor-provided usage statistics and establish trust in usage data.
This document summarizes the fundamentals of e-resource licensing presented at the NASIG 28th Annual Conference on June 9, 2013. It discusses why licensing is important, an overview of relevant copyright and contract law, and the anatomy and key issues to consider in license agreements. The presentation focused on authorized users, uses, interlibrary loan, perpetual access, and negotiation tips. Resources on licensing guidelines and copyright law were also provided.
The document discusses new approaches to literacy and teaching in a digital environment. It identifies three revolutions in learning: 1) the development of language, 2) the invention of printing press, and 3) the rise of information and communication technologies (ICTs). ICTs have created a gap between digital native students and older teachers. Teachers must realize students now live in a digital world and need to be taught new digital literacies to succeed. These include skills like searching for information online, social networking, blogging, downloading music, online shopping, and playing video games. The role of teachers is shifting from knowledge transmitters to facilitators who give students more control over their learning through collaborative and project-based activities using ICTs
In a time of ever increasing physical collection space shortages and rapidly evolving higher education institutions, a holistic understanding of the collection lifecycle as well as a strategic approach to collection development and retention as well as stakeholder engagement is needed. Some struggle with what materials to withdraw, especially if there is faculty opposition and how to move forward collaboratively. Leveraging the experience of leading the local culture shift in a large Association of Research Library, the principles, policies and methods required to shift mental models towards what must be retained, facilitating withdrawal decisions, and connecting collection development with ongoing collection management will be explored.
Audience members will leave with:
• An understanding of why collection lifecycle management may be beneficial
• key questions to ask themselves and colleagues when wanting to shift to collection lifecycle management
• an understanding of how existing policies and high-level workflows feed into the collection lifecycle management approach
• an understanding of the practical aspects of implementation,
• a link to a toolkit with policy templates, guides on collection evaluation and stakeholder engagement.
This document provides an overview of the processes of selection and acquisition of library materials. It discusses that selection is deciding what materials to add to a collection based on reviews and collection development tools, while acquisition is the process of obtaining selected materials through purchasing, exchanges, or gifts. The document outlines the key differences and relationships between selection and acquisition. It also covers important aspects of developing a selection policy such as objectives, criteria, procedures, and handling controversial materials. The roles of librarians, faculty, and other stakeholders in selection are addressed. Acquisition is defined as confirming details, ordering, receiving, and processing new materials.
What Are Information Services? Defining Reference Service in School LibrariesJohan Koren
This document discusses information services and reference services provided by libraries. It defines information services as any service intended to provide information for a user or assist a user in finding information. Libraries traditionally provide reference services, which are functions performed by a librarian to meet the information needs of patrons. An important part of reference work is the reference interview, where the librarian determines the real question or information need through discussion with the patron. The reference interview involves techniques like paraphrasing, clarifying questions, and verifying to understand the patron's need. New forms of reference services include ready reference, research project assistance, readers' advisory, as well as digital and virtual reference services accessible online. The document debates whether reference services in school libraries must
Information Seeking Theories And Modelsguestab667e
This document provides an overview of information seeking models and theories. It discusses several models of information behavior and information seeking, including models by Wilson, Krikelas, Leckie et al., Bystrom and Jarvelin, and Johnson. It also outlines several theories of information seeking, such as Zipf's Principle of Least Effort, cost-benefit paradigm, uses and gratification theory, and play and entertainment theories. Common information behaviors are also listed and described briefly.
Setting learning objectives is important for tutors to design effective assessments, teaching strategies, and activities to help students develop their knowledge and skills. Learning objectives should be measurable statements of what students will know or be able to do by the end of a session. Examples include a student being able to identify variables in a word problem or describe key events of the Civil War. Setting clear learning objectives allows tutors to measure student learning and helps students understand what is expected of them.
The New Normal: Library Services in the Philippines amidst COVID-19Shirley Ingles-Cruz
The document summarizes library services in the Philippines amidst the COVID-19 pandemic. It discusses the scenario in the Philippines, with lockdowns and quarantines implemented starting in March 2020. It describes how library services have shifted online, with staff working from home using online resources. It outlines protections put in place for staff, users, and collections, including social distancing, sanitization, and limiting the number of users. The document concludes by discussing challenges in reopening libraries, such as ensuring users and stakeholders are prepared for the new normal and having adequate technological and digital resources.
Curriculum development in lis education in usa,UK, Europe and Indiaridadoll
This document summarizes the curriculum development in Library and Information Science (LIS) education in the USA, UK, Europe, and India. It provides details on the core courses offered in LIS programs in these regions, with an emphasis on incorporating Information and Communication Technologies (ICT). In the USA and Europe, there is a strong focus on teaching ICT applications in libraries. The UK curriculum focuses more on archives management and digital curation. Accreditation bodies like ALA and CILIP regulate LIS education standards. Indian LIS education also emphasizes ICT but needs further development and practical training to keep pace with digital changes.
This document discusses information and communication technologies (ICT) used in libraries. The objectives of the workshop are to provide an overview of ICT needs for library automation, how ICT is used in library services, and challenges faced by library professionals in providing services with ICT. It also discusses planning library automation, the impact of technology on libraries, and managing automated systems. The document outlines types of ICT infrastructure, software, electronic resources, and barriers to automation in libraries. It provides examples of how ICT can be used for library management, processing materials, developing online and offline resources, and providing services to patrons.
Book displays are a great way to highlight underused collections, increase circulation, and to encourage discovery in your library. In this free webcast with Susan Brown, director of the Chapel Hill Public Library and Nancy Dowd, co-author of ALA’ s best-selling book, Bite-Sized Marketing: Realistic Solutions for Overworked Librarians, will show you how you can create book displays that will leave readers asking for more.
Chang et al- A comprehensive model of information literacyIFLA_InfolitRef
This document presents a comprehensive model of information literacy (IL) that elaborates on IL activities and competencies throughout the research process at both individual and group levels. The model aims to cover various stages of IL, collaborative information seeking, social responsibility, and attitudes that facilitate becoming information literate. It consists of five main competencies - defining information tasks, selecting sources, seeking and evaluating information, synthesizing and using information, and appraising the process and product. It also includes collaborative processes, social responsibility, and desirable attitudes. The document discusses developing an IL curriculum framework in Singapore based on a national IL survey of students in primary 3, 5 and secondary 3.
An information search model provides a structure to support the development of research, problem-solving, and self-awareness skills. When students understand the model, they can better comprehend the scope of the task and strategies needed to complete it. A common model used across a school allows students to gradually learn expert search patterns and apply them in different contexts. Several examples of information search models are described, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, the Ws of Information Inquiry, and the Research Cycle.
This document discusses information literacy frameworks and standards. It provides an overview of several influential models for information literacy including the Big 6 model, the Seven Pillars of Information Skills, and the Australian and New Zealand Information Literacy Framework. It also summarizes the ACRL's five competency standards and new framework adopted in 2016. The document then discusses information literacy initiatives and strategies in South Africa, at UNISA, and possibilities for an interactive online information literacy program in Africa.
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills:
1. The INFOhio DIALOGUE Model outlines a 6-step process for students to Define, Initiate, Locate, Organize, Guide, and Use information to complete research projects.
2. The I-Search model involves students Selecting a topic, Finding information, Using information, Developing a final product, and allows them to take ownership of their research.
3. The Pathways to Knowledge model focuses on Appreciation and Enjoyment, Presearch, Search, Interpretation, Communication, Evaluation, and sharing new knowledge gained through research.
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.
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.
The goal of engineering doctorate (EngD) training is a unique educational programme in that improves information literacy of a doctoral study with the needs and innovations of the respective industrial sector.
Based on the six core concepts of The Framework of Information Literacy in Higher Education, this paper extracted the specific requirements for the literacy of engineering doctoral students, and proposed to improve their information literacy ability from the comprehensive ability (innovation, leadership, execution).
In view of the interdisciplinary integration and innovation of EngD students, this paper proposes an information literacy promotion framework based on team role model, which links the knowledge innovation process, information literacy ability and role positioning, and integrates conventional information literacy cultivation methods and promotion methods into the education process of EngD students. This team role model is illustrated through the use of a case study based on the work of AI electron Microscopy.
Improving information skills in the workplace: an overview of research findings cirving
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.
The document discusses information literacy (IL) as a crucial skill in the digital information age. It defines IL and outlines some key models for promoting IL, including the CILIP information literacy model, SCONUL Seven Pillars of Information Literacy, A New Curriculum for Information Literacy (ANCIL), and the National Information Literacy Framework (Wales). The document emphasizes the important role of libraries in supporting educators' teaching and students' learning by developing their information literacy skills.
Why should I care about information literacy? nmjb
This document summarizes a workshop on improving researchers' competency in information handling and data management. The workshop covered how information literacy relates to researcher development, defined information literacy using the 7 Pillars model, and discussed national initiatives and case studies in applying information literacy. Participants engaged in group work applying information literacy concepts to the Researcher Development Framework and discussed motivation and examples of good practice in supporting information literacy development.
The document discusses various information search models that can be used to teach students research and problem-solving skills. It summarizes 12 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Research Cycle, Carol Kuhlthau’s ISP, Big6, Super3, Savvy Seven Research Model, and emphasizes the importance of having a school-wide model to provide a common language and scaffolding for students. It also notes the library media specialist should make multiple models available for teachers to consider.
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.
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
This document provides an overview and agenda for a one-day workshop on teaching information literacy to new professionals. The workshop covers frameworks and models of information literacy, lesson planning, sample learning activities, and approaches to reflection and evaluation. It includes an icebreaker activity, presentations on key concepts, opportunities for participant discussion and planning, and a final reflective exercise. The goal is to equip new teachers with best practices for designing and delivering effective information literacy instruction sessions.
Developed by Mike Eisenberg, Professor of Information Science at Syracuse University and Bob Berkowitz, a practicing library media professional in Syracuse, New York in the year 2000.
The Big 6 incorporates information search and use in a systematic process to find, use, apply, and evaluate information for specific needs.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Information literacy skill
1. Prepared by : Susanta Sethi
Library Trainee,
Biju Pattnaik Central Library ,NIT
Rourkela
12/01/2016
Information Literacy Skill : Role of
Libraries
2. Contents
● Introduction
● Concept
● Definition
● Models and Standards of Information
Literacy
● Information Behaviors Models
● Role of libraries
3. Introduction
In this age of globalization, so much emphasis has been given on
equipping students with the right skills and competencies in order for
them to gain competitive edge. For students to be active global players
in the knowledge-based economy, where information is a commodity
and where information is power, higher learning institutions are
entrusted in producing a new breed of graduates. Students have to be
actively engaged in the process of information seeking for research,
assignments, and decision-makings. Effective decision making,
however, can only be achieved by having the right information, in the
right place, in the right format, at the right time.
In 1974, Paul Zurkowski, president of the information industry
Association Introduced the concept of information literacy. In a
proposal submitted to the national commission of libraries and
information science.
4. Concept
Information literate student as someone who is able to locate, manage, critically evaluate
and use information for problem solving, research, decision making and continued
professional development.
Doyle (1992) further detailed that information literacy prepares students with the ability
to do the following:
• Recognize that accurate and complete information is the basis for effective decision
making
• Recognize the need for information
• Formulate questions based on information needs
• Identify potential sources of information
• Develop successful search strategies
• Access sources of information including computer-based and other technologies
• Evaluate information
• Organize information for practical application
• Integrate new information into an existing body of knowledge
• Uses information in critical thinking and problem solving
5. Definitions
● According to Zurkowski “People trained in
the application of the information resources
to their work can be called information
techniques, they have learned techniques
and skills for utilizing the wide rage of
information tools as well as a primary
sources in molding information solutions to
their problems”
● Information literacy is knowing when and
why you need information, where to find it,
and how to evaluate, use and communicate
it in an ethical manner. (CILIP)
6. Information literacy skills
Skills required to be information literate require
an understanding of:
● A need for information
● The resources available
● How to find information
● The need to evaluate results
● How to work with or exploit results
● Ethics and responsibility of use
● How to communicate or share your findings
● How to manage your findings
8. Information Literacy
Components
● A complete picture of Information
Literacy must include five essential
components:
● Basic Literacy,
● Library Literacy,
● Media Literacy, Basic
Model/component
● Technology Literacy and
● Visual Literacy.
● Digital literacy
9. The model in Figure shows the
relationship between library literacy
and other literacy
10. Models and Standards of
Information Literacy
● In addition to standards, a few models
have been developed over the years, and
applied in the academic setting in schools
and higher learning institutions. Among
the popular models are:
● The Big6TM Model,
● Seven Pillars Model, and
● Empowering 8 Model (E8 Model).
11. Big6TM Model
● It proposes six thinking steps with two sub-
stagesStep & Sub-Stages
Step 1-Task definition
Define The Information Problem
Identify Information Need
Step 2 -Information seeking
strategies
Determine All Possible Sources
Select The Best Source
Step 3- Location and access
Locate Sources (Intellectually
And Physically)
Find Information Within
Sources
Step 4- Use of information
Engage (Read, Hear, View, Touch)
Extract Relevant Information
Step 5 -Synthesis
Organise From Multiple Sources
Present The Information
Step 6- Evaluation
Judge The Product (Effectiveness)
Judge The Process (Efficiency
12. Seven Pillars Model
In 1999, the Society of College, National, and
University Libraries (SCONUL) in the U.K.
developed the Seven Pillars Model of
Information Literacy. The first four pillars of
the model focus on students’ ability to locate
and access information, while the remaining
three pillars emphasise on the ability to
understand and use information.
● Pillar 1 Recognize information need –
knowing what is known, knowing what is
unknown and identifying information gap
● Pillar 2 Distinguish ways of addressing gap –
knowing which information sources are more
likely to satisfy the information need
● Pillar 3 Construct strategies for locating –
knowing how to develop and refine an
effective search strategy
13. Cont…
● Pillar 4 Locate and access – knowing to
access information sources and search
tools to access and retrieve information
● Pillar 5 Compare and evaluate – Knowing
how to assess the relevance and quality of
the information retrieved
● Pillar 6 Organise, apply and communicate
– knowing how to assimilate information
from a variety of sources for the purpose
of creating new knowledge
● Pillar 7 Synthesise and create
14. Empowering 8 (E8) Model
The empowering 8 (E8) Model (IFLA/ALP)
2004. E8 Components
❖ Identify
❖ Explore
❖ Select
❖ Right
❖ Organise
❖ Create
❖ Present
❖ Assess
❖ Apply
15. Standard
● abilities has been further developed into
the following five Information Literacy
Competency Standards for higher
education, and was approved by the
Association of College and Research
Libraries (ACRL) in 2000..
● Standard One:
The information literate student determines
the nature and extent of
the information needed.
● Standard Two:
The information literate student accesses
needed information effectively and
efficiently.
16. Cont…..
● Standard Three:
The information literate student evaluates
information and its sources critically and
incorporates related information into his or
her knowledge base and value systems
● Standard Four:
The information literate student, individually or
as a member of a group,uses information
effectively to accomplish a specific purpose.
● Standard Five:
The information literate student understands
many of the economic,legal and social issues
surrounding the use of information and
accesses and uses information ethically and
legally.
17. Information Behaviors Models
Major Information Seeking behaviors
models
❑Wilson’s (1981) model of information
behavior
❑Ellis’s (1994) model of information-
seeking behavior
❑Kuhlthau’s (1993) information search
process model
18. Wilson’s (1981) model of information
behavior
● ‘Information Behaviour Models’ to distinguish them from the
‘information search models’ as they are understood by information
retrieval researchers.
● These models are more concerned with user behaviour surrounding the
actual initiation of information-seeking and have a broader perspective
of the information search than the use of computer-based information
retrieval systems.
19. Ellis’s (1994) model of information-
seeking behaviour
● Ellis first described his model of information-seeking behaviour in
1984 and has since then developed the model in information-seeking
studies of various group of researchers, including engineers.
● Ellis ,Ingwersen & Järvelin derived eight generic characteristics of the
information-seeking patterns of social scientists. Ellis later
● Extended this work to physicists, chemists and engineers.
20. Kuhlthau’s (1993) information search
process model
● Kuhlthau’s information search process (ISP) model focuses on the
affective and cognitive aspects of the information search process.
● Kuhlthau’s ISP model is based on George Kelly’s personal construct
theory and as such depicts information-seeking as a process of
construction
21. Stages in Kuhlthau’s information
search process model
● The different stages identified by Kuhlthau
(2005:230-231) in the ISP model are
● Task initiation,
● Topic selection,
● Prefocus exploration,
● Focus formulation,
● Information collection, search closure, and
● Starting writing.
22. Role of Academic Libraries
● For students to be active global players in the knowledge-based
economy, where information is a commodity and where information is
power, higher learning institutions are entrusted in producing a new
breed of graduates.
● The academic setting must be designed in response to the objective of
producing students who are active information seekers. So much has
been said on the need to have a paradigm shift in the academic setting
from one that is teaching-based to that of learning-based.
23. Strategies to Move Forward
Information Literacy Has To Be Taken Into
Serious Consideration.
❑Developing information literacy standards for
higher learning Institutions
❑Paradigm shift
❑Integrating information literacy into the
curriculum.
❑Self-learners and distance education