Helping citizens develop their own information literacy curriculum for lifelo...Sheila Webber
Presentation by Sheila Webber and Bill Johnston, given at the CILIP Umbrella copnference on 2 July 2013 in Manchester, UK. The abstract for this presentation read: "Sheila and Bill will outline a framework to enable citizens to self-audit their changing information literacy needs through life, so they can identify strategies for meeting those needs. In particular they will highlight lifestage transitions. They will indicate implications for people who support these citizens, including possibilities in using tools such as MOOCs."
Media and Information Literacy through the lifecourseSheila Webber
Presentation given at the 2nd European Media and Information Literacy Forum, in Riga, Latvia, on 27 June 2016, by Sheila Webber (Information School, University of Sheffield)
Question and enquire: taking a critical pathway to understand our usersSheila Webber
Presentation given by Sheila Webber (Sheffield University Information School) on 16 August 2013 in Singapore National Library at the IFLA Satellite meeting on Information Literacy and reference services
A webinar presented on 26 July 2016 by Sheila Webber, Pamela McKinney, Liam Bullingham and Emily Wheeler. Presentations are copyright of the respective authors. The webinar was orgabnised by the IFLA Continuing Professional Development and Workplace Learning and IFLA New Professionals Special Interest Group in conjunction with the American Library Association.
The presenters were responding to 3 questions: 1. What does Information Literacy mean to me
2. How information literacy fits in with my job
3. How (or whether) I see information literacy being important to me in the future, and/or where I would like to go next with IL
Associated links: SCONUL 7 Pillars http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Review of Seven Pillars model: http://bit.ly/2a1QBme
Pam McKinney and Sheila Webber’s Presentation from the creating knowledge conference: http://bit.ly/2a9mzie
Alison Head keynote from the Creating Knowledge viii conference: http://bit.ly/2allHq7
University of Sheffield Information Skills resource http://www.librarydevelopment.group.shef.ac.uk/
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
Helping citizens develop their own information literacy curriculum for lifelo...Sheila Webber
Presentation by Sheila Webber and Bill Johnston, given at the CILIP Umbrella copnference on 2 July 2013 in Manchester, UK. The abstract for this presentation read: "Sheila and Bill will outline a framework to enable citizens to self-audit their changing information literacy needs through life, so they can identify strategies for meeting those needs. In particular they will highlight lifestage transitions. They will indicate implications for people who support these citizens, including possibilities in using tools such as MOOCs."
Media and Information Literacy through the lifecourseSheila Webber
Presentation given at the 2nd European Media and Information Literacy Forum, in Riga, Latvia, on 27 June 2016, by Sheila Webber (Information School, University of Sheffield)
Question and enquire: taking a critical pathway to understand our usersSheila Webber
Presentation given by Sheila Webber (Sheffield University Information School) on 16 August 2013 in Singapore National Library at the IFLA Satellite meeting on Information Literacy and reference services
A webinar presented on 26 July 2016 by Sheila Webber, Pamela McKinney, Liam Bullingham and Emily Wheeler. Presentations are copyright of the respective authors. The webinar was orgabnised by the IFLA Continuing Professional Development and Workplace Learning and IFLA New Professionals Special Interest Group in conjunction with the American Library Association.
The presenters were responding to 3 questions: 1. What does Information Literacy mean to me
2. How information literacy fits in with my job
3. How (or whether) I see information literacy being important to me in the future, and/or where I would like to go next with IL
Associated links: SCONUL 7 Pillars http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Review of Seven Pillars model: http://bit.ly/2a1QBme
Pam McKinney and Sheila Webber’s Presentation from the creating knowledge conference: http://bit.ly/2a9mzie
Alison Head keynote from the Creating Knowledge viii conference: http://bit.ly/2allHq7
University of Sheffield Information Skills resource http://www.librarydevelopment.group.shef.ac.uk/
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
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
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
Assessing the Impact of Hate: Findings from a Large-Scale Hate Crime Victimisation Survey by John Garland - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Begin at the beginning - Information and Critical Literacy in Curriculum for...cirving
LILAC 2010 Presentation - Christine Irving, Scottish Information Literacy Project
Begin at the beginning - Information and Critical Literacy in Curriculum for Excellence Early & First Level (Nursery & Primary Schools)
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
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
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
Assessing the Impact of Hate: Findings from a Large-Scale Hate Crime Victimisation Survey by John Garland - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Begin at the beginning - Information and Critical Literacy in Curriculum for...cirving
LILAC 2010 Presentation - Christine Irving, Scottish Information Literacy Project
Begin at the beginning - Information and Critical Literacy in Curriculum for Excellence Early & First Level (Nursery & Primary Schools)
Interested in delivering webinars, but don't know where to start? This PowerPoint is from a one hour TechSoup webinar by program manager Kyla Hunt and independent library consultant, author, and trainer Stephanie Gerding on the basics of providing effective webinars.
Discover:
How is online training different from ace-to-face or in-person training?
What planning is involved in designing and delivering a webinar?
How do you encourage audience participation and interaction?
What are the differences between webinar platforms?
Archive available at: http://techsoupforlibraries.org/events/training-an-invisible-audience-delivering-effective-webinars
How and why its time for librarians and libraries to break from the traditions of linear single track communication and embrace all the communication channels at our fingertips in order to engage and converse with our users.
Andy Priestner & Ange Fitzpatrick
Cambridge Judge Business School
Disseminating your Research to Maximise ImpactSheila Webber
This presentation was given by Sheila Webber, Senior Lecturer in the Information School, University of Sheffield, in a workshop at the iFutures conference 2014, http://ifutures.group.shef.ac.uk/, the iSchool's annual doctoral conference. The session focuses on publicising research, particularly using Web 2.0 etc.
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
Using Social Media to Enhance Your Research Activitieslisbk
Slides for a workshop session on "Using Social Media to Enhance Your Research Activities" facilitated by Bran Kelly, Innovation Advocate at Cetis, University of Bolton at the DAAD 2013 conference, at Cumberland Lodge, Egham on 16-18 December 2013.
For further information see
http://ukwebfocus.wordpress.com/events/daad-conference-2013/
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
Perspectives on the Information Literate UniversitySheila Webber
This was presented by Sheila Webber (Sheffield University Information School) at an internal seminar at the Open University, Milton Keynes, UK, on 29 March 2011. After unpacking the concept of information literacy, I look at contextual aspects of information literacy: the disciplinary perspective, the teaching perspective and the learner perspective. I finish by presenting the picture of the Information Literate University that was developed some years ago by Bill Johnston and me.
Identifying the information Literacy needs of your diverse usersSheila Webber
This presentation was given by Sheila Webber at the CILIP Libraries for Nursing Study Day, held in York (UK) on 5th October 2010. the final slide (before the contact details and the references) gives instructions for the exercise that was then carried out by participants.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
Information experience design: improving library customers' experiences of in...Kate Davis
This is the slide deck for the information experience design workshop my colleague Elham Sayyad Abdi and I facilitated at Information Online 2017 on 13 February 2017. The content behind this workshop was developed in collaboration with our colleague Kathleen Smeaton.
Confetti background images are digital paper available on Etsy from DanaGarsonDesign at https://www.etsy.com/listing/160330622/confetti-polka-dots-digital-paper-set
Icons are from The Noun Project and used without citation in line with their terms of service for premium account holders.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
Information Literacy meets Employabilitydbslibrary
The proficiencies learned through information literacy (IL) training are life long skills that can be employed post graduation, especially in relation to employment. This presentation examines the evolution of IL; from traditional IL to digital IL in the workplace. The presentation seeks to highlight the theories and proficiencies of workplace IL, the attributes associated with employability and finishes by describing how Dublin Business School's information literacy programme has recently expanded by launching a new class "Information Skills for Interview Preparation".
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
The Active Citizen in a Changing Information LandscapeSheila Webber
This presentation was given at a a round table at the IFLA Information Literacy Satellite conference held in Limerick, Ireland http://www.iflasatellitelimerick.com/ on 15 August 2014. Entitled "The Active Citizen in a Changing Information Landscape" it was authored by Sheila Webber (University of Sheffield, UK), Shahd Salha, and Bill Johnston (University of Strathclyde, UK). A few slides have been removed, as noted on teh presentation.
Why the First-Gen Mindset is Crucial to Student RetentionPresence
Saby Labor, Lindsay Murdock, and Kayley Robsham review how professionals can reframe their perspectives to that of a 'first-gen mindset' better serve students.
Curriculum, community, context, sustainability: A reflectionSheila Webber
Presentation given by Sheila Webber at the IFLA WLIC 2022 Satellite Conference: SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning, Dublin, Ireland, on 29 July 2022
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
Presentation by Sheila Webber for the Critical Approaches to Libraries Conference 2020 held online, on 13 May 2020. A version was also given for the Virtual Worlds MOOC (in Second Life) . References at https://docs.google.com/document/d/14F9sEHZ8Fq0wI5gZ1IVkPGP-I88bOcWm02D7n8Vu1cg/edit?usp=sharing
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
What's my approach? Deciding on the approach to use for your researchSheila Webber
These are slides from a workshop given by Sheila Webber and Pamela McKinney, University of Sheffield, UK, at the European Conference on Information Literacy on September 26 2018. The objectives of the workshop were: (1) To identify key characteristics of selected qualitative and mixed-methods research approaches, and to show what kinds of research questions and problems each approach is most suited to. The research approaches covered were: action research; case study; phenomenography; ethnography; autoethnography.
(2) To enable participants to understand the issues, advantages and disadvantages of different approaches, by looking at a practice-based information literacy problem, and asking participants to identify the implications of choosing one approach or another."
Identity, literacy, immersion and presence; joining together the building blo...Sheila Webber
Presentation given by Mark Childs (Gann McGann in Second Life) on May 3 2018 for the Virtual Worlds Education Roundtable in the 3D virtual world, Second Life (TM Linden Labs)
Advancing Information Literacy in Higher Education: four questions for debateSheila Webber
Panel session chaired by Sheila Corrall, with Ethan Pullman, Alexis Macklin, Charlie Inskip and Sheila Webber, on 6th April 2018 at the LILAC conference in Liverpool, UK
Theorising information literacy: Exploring different expert views and reflect...Sheila Webber
Presentation by Sheila Webber, Olivier Le Deuff, Bill Johnston given in September 2017, at the European Conference on Information Literacy, Saint Malo, France.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. Information Literate
Lives in the 21st Century
Sheila Webber and Bill
Johnston
European Conference on
Information Literacy,
Istanbul, October 2013
2. Curriculum for an information literate
lifecourse
• Individual reflecting on his/her information literacy
contexts
• Identifying IL strengths, gaps & priorities for his/her
stage in life - forming his/her own personal
“curriculum” for development
• Being able to audit his/her context: at different
stages of life; at transition points; in response to
critical events
See: Webber and Johnston (2013)
Earlier reflections on curriculum: Johnston & Webber (2006), Webber & Johnston (2000)
3. Goal for education: Situational
awareness rather than “transfer of
skills”
• Moving awareness and understanding of own IL to
the foreground – developing awareness becomes
the learning outcome
• Requires different learning outcomes and pedagogic
strategy in formal education
• Changing role of LIS professionals and educators
Sheila Webber / Bill Johnston, 2013
4. Curriculum perspectives
Holistic institutional view
– Course design
– Pedagogy
– Content
– Processes
– Interactions
– Connections to wider
social, economic and
cultural influences
+
Personal view
– Lifecourse design
– Self-awareness
– Personal choice to engage
with organisation/
community/ person to
enable your personal
curriculum for IL
– Powerful tradition of people
teaching themselves
Sheila Webber / Bill Johnston, 2013
5. Schuller and Watson (2009) life stages
•
•
•
•
Up to 25
25-50
50-75
Over 75
– Ageing society
– Changing patterns of paid/unpaid activity
– Current imbalance in spending on education (& in
researchers’ & librarians’ attention?)
– They advocate constructing“a curriculum framework for
citizens’ capabilities”
Sheila Webber / Bill Johnston, 2013
6. The information literate person in a changing
information culture and society
Information economy:
•Law
•Changes in media
•Pricing etc
Technical changes
Personal goals,
relationships, habits,
special needs
Information literate
person
Organisational culture:
•Mission; Values; Norms
•Management style; ways of working
•Information strategy
Personal
context
Local & national
culture & society
Johnston & Webber 2013
Based on Webber and Johnston, 2000
8. Information economy:
Open access - Open Educational
Resources; MOOCs (Massive Open
Online Courses)
Sheila in a changing information culture and
society
Personal goals, habits,
special needs
Family member has Age-Related
Macular Degeneration (AMD)
and has become physically frail
Technical changes
- New systems
- Corporate/Individual options with
Google services
Sheila
Organisational
culture
University of Sheffield
Organisations I need
New Roles - e.g. Head of
to know more about
Local authorities
research group
- Care service companies
New Systems - e.g. Futurelearn
- Futurelearn
MOOC platform
Local & national culture &
society
- Move to online provision
of Government information
- Cuts in social services
New organisations – e.g.
Futurelearn
Sheila Webber / Bill Johnston, 2013
9. Some questions
• What information / information literacy needs arise?
• Do I need to develop my own information literacy to deal
with these new / changed needs?
• What do I need to do to meet these needs?
• Are there things that I need to get/help others to do?
– Intrapersonal and interpersonal information literacy
• How information literate are the people/ organisations
I’m dealing with?
• Who is impacted if I do or don’t address these
information literacy needs? Me? Other people?
Sheila Webber / Bill Johnston, 2013
10. Example from my map
• Age related Macular Degeneration
– Information to do with the medical condition
– Information to do with care and support for family
member (local and national agencies)
– Information on companies/charities that sell/provide
products & services for the partially sighted
•
Development needs include
– Finding out about new organisations - How do they
disseminate information? What’s the best way to
communicate with them? How “information literate” are
they? Do I know people who have connections with
them? Development implications not just for me
Sheila Webber / Bill Johnston, 2013
11. Situaltional awareness: examples
• Exiting workplace: Brian Kelly’s (2013) reflections on problems
associated with redundancy
• New workplace: former student, now working at Lenovo in
China as a SAP information system support engineer. “I must
keep reading and acquiring basic knowledge from every type of
sources (e.g. internet ... and conversation with colleagues).
Well, I have to say, the module “Information Literacy” really
taught me how to find useful information very fast. This module
also taught me how to draw the key points among mass
information.”
One of the 4 aims of my IL module is for “develop their own
information literacy and understanding of its application to their
future lives”: this influences how IL is taught
Sheila Webber / Bill Johnston, 2013
12. Acting in a crisis, in Syria:
“she told what Dr Shahd teach us was great, I was able to
search for the best way to escape after I checked with my
husband all the ways. She told me that she used
the internet on Google earth to find information about the
pathways and I did the same and I teach other people to
do so as well. I am sorry if I said too much but I wanted to
tell you that you are in our heart and what you teach us is
like a matter of live or death”
Personal email received by Dr Shahd Salha (10 Oct 2012)
Sheila Webber / Bill Johnston, 2013
13. • Situational awareness of IL: becoming aware that
being information literate is valuable, and making
choices using IL
• MOOCs
• Lifelong learning can’t be restricted to subject
content prescribed by universities
• A curriculum vita (a course for life) should be
generated by people during the course of their lives
• IL as a discipline to enable life
Sheila Webber / Bill Johnston, 2013
14. Sheila Webber
Bill Johnston
Honorary Research Fellow
Information School
University of Strathclyde
University of Sheffield
b.johnston@strath.ac.uk
s.webber@shef.ac.uk
Twitter: @sheilayoshikawa
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber/
Photos:
Sheila
Webber
taken in Second
Life (TM Linden
lab)
15. References
• Kelly, B. (2013) When Staff and Researchers Leave Their Host Institution. UK Web
focus, 22 March. http://ukwebfocus.wordpress.com/2013/03/22/when-staff-andresearchers-leave-their-host-institution/
• Johnston, B. (2010) The first year at university: teaching students in transition. Open
University Press.
• Johnston, B. and Webber, S. (2006) “As we may think: Information Literacy as a
discipline for the information age” Research strategies, 20 (3), 108-121.
• Schuller, T. & Watson, D. (2009) Learning Through Life: Inquiry into the Future for
Lifelong Learning (IFLL). Leicester: National Institute of Adult Continuing Education
(NIACE).
• Webber, S. and Johnston, B. (2000) Conceptions of information literacy: new
perspectives and implications. Journal of information science, 26 (6), 381-397
• Webber, S. and Johnston, B. (2013) Transforming IL for HE in the 21st century: a
Lifelong Learning approach. in Hepworth, M. and Walton, G. (Eds.) Developing
people's information capabilities fostering information literacy in educational, workplace
and community contexts. Emerald. pp.15-30.