The document discusses various theories of information seeking, including Belkin's Anomalous State of Knowledge (ASK) hypothesis, Kulthau's Uncertainty Principle, and Dervin's Sense-Making hypothesis. It also covers theories on who seeks information, how they seek it, and why, referencing the works of Belkin, Kulthau, Dervin, Wilson, and others. Additionally, it discusses related concepts such as information literacy, information competence, inquiry-based learning, lifelong learning, and 21st century skills. The overall focus is on understanding information behavior and seeking to develop knowledgeable students.
Information Seeking Information LiteracyJohan Koren
This document discusses various concepts related to information seeking and literacy. It defines information seeking as involving search, retrieval, recognition and application of content. It discusses several theories on why people seek information, including being in an anomalous state of knowledge, experiencing uncertainty, or having a gap in understanding. It also covers theories on how and who seeks information. Finally, it discusses related concepts such as information literacy, competence, inquiry-based learning and 21st century skills.
Discusses the concept of information seeking and 3 approaches to understanding it: Belkin's ASK hypothesis, Kuhlthau's Information Search Process and Dervin's Sense-Making.
The document provides an overview of information seeking, including definitions, history, key authors, terms used, modes of information seeking, theories of information seeking, and more. It discusses definitions of information seeking from Case and Kuhlthau. Key authors discussed include Robert Taylor, Brenda Dervin, Carol Kuhlthau, Thomas Wilson, Nicholas Belkin, and Elfreda Chatman. Theories of information seeking covered include Taylor's question negotiation, Dervin's sense making, Kuhlthau's information search process, Wilson's models of information seeking, Belkin's anomalous state of knowledge, and Chatman's life in the round.
This document provides an overview of an introductory course on access to information. It discusses different perspectives on what constitutes information, including definitions that see it as encoded data, subjective representations of reality, or something that helps make sense of the world. It also examines problematic issues regarding whether information requires structure, intent, truth or physical embodiment. Different types of information are presented, such as objective external information, subjective internal information, and sense-making information.
Carol Kuhlthau is a renowned professor and researcher known for developing the six-stage Information Search Process model and her groundbreaking work on the cognitive, affective, and physical aspects of information seeking. She has authored several influential books and published widely on topics like uncertainty in the research process, guided inquiry learning, and the role of school libraries in supporting constructivist learning in the 21st century. Kuhlthau's Information Search Process model and emphasis on uncertainty as part of the learning process have profoundly shaped library instruction and information literacy initiatives.
This document summarizes Nicholas Belkin's theory of anomalous state of knowledge (ASK), which proposes that information needs arise from gaps or anomalies in a person's knowledge. It compares the traditional information retrieval model to Belkin's ASK model, which recognizes that users may not be able to precisely specify their information need when they have an incomplete understanding. The document also outlines some applications of anomaly detection and discusses implications of Belkin's theory, such as the need to represent information needs differently than the best-match approach used by most search systems.
Information Seeking: Information LiteractJohan Koren
This document discusses various theories and concepts related to information seeking and information literacy. It begins by defining information seeking as involving searching for, retrieving, recognizing, and applying meaningful content. It then covers several theories that seek to explain why people seek information, including Belkin's Anomalous State of Knowledge theory, Kuhlthau's Uncertainty Principle, and Dervin's Sense-Making hypothesis. The document also discusses theories about who seeks information and how they seek it. Additional concepts covered include information competence, literacy, inquiry-based learning, lifelong learning, and 21st century skills. The document emphasizes that the goal is to develop knowledgeable, critical thinkers who can effectively engage with information.
The document discusses information seeking and user modeling. It defines information seeking as purposefully engaging in a process to change one's state of knowledge. User modeling involves identifying a user's information needs, context, profile, and mental model of information systems in order to understand how they will seek information. Key aspects of user modeling include determining informational questions or tasks, the user's knowledge level, demographic profile, and expectations of information systems and resources.
Information Seeking Information LiteracyJohan Koren
This document discusses various concepts related to information seeking and literacy. It defines information seeking as involving search, retrieval, recognition and application of content. It discusses several theories on why people seek information, including being in an anomalous state of knowledge, experiencing uncertainty, or having a gap in understanding. It also covers theories on how and who seeks information. Finally, it discusses related concepts such as information literacy, competence, inquiry-based learning and 21st century skills.
Discusses the concept of information seeking and 3 approaches to understanding it: Belkin's ASK hypothesis, Kuhlthau's Information Search Process and Dervin's Sense-Making.
The document provides an overview of information seeking, including definitions, history, key authors, terms used, modes of information seeking, theories of information seeking, and more. It discusses definitions of information seeking from Case and Kuhlthau. Key authors discussed include Robert Taylor, Brenda Dervin, Carol Kuhlthau, Thomas Wilson, Nicholas Belkin, and Elfreda Chatman. Theories of information seeking covered include Taylor's question negotiation, Dervin's sense making, Kuhlthau's information search process, Wilson's models of information seeking, Belkin's anomalous state of knowledge, and Chatman's life in the round.
This document provides an overview of an introductory course on access to information. It discusses different perspectives on what constitutes information, including definitions that see it as encoded data, subjective representations of reality, or something that helps make sense of the world. It also examines problematic issues regarding whether information requires structure, intent, truth or physical embodiment. Different types of information are presented, such as objective external information, subjective internal information, and sense-making information.
Carol Kuhlthau is a renowned professor and researcher known for developing the six-stage Information Search Process model and her groundbreaking work on the cognitive, affective, and physical aspects of information seeking. She has authored several influential books and published widely on topics like uncertainty in the research process, guided inquiry learning, and the role of school libraries in supporting constructivist learning in the 21st century. Kuhlthau's Information Search Process model and emphasis on uncertainty as part of the learning process have profoundly shaped library instruction and information literacy initiatives.
This document summarizes Nicholas Belkin's theory of anomalous state of knowledge (ASK), which proposes that information needs arise from gaps or anomalies in a person's knowledge. It compares the traditional information retrieval model to Belkin's ASK model, which recognizes that users may not be able to precisely specify their information need when they have an incomplete understanding. The document also outlines some applications of anomaly detection and discusses implications of Belkin's theory, such as the need to represent information needs differently than the best-match approach used by most search systems.
Information Seeking: Information LiteractJohan Koren
This document discusses various theories and concepts related to information seeking and information literacy. It begins by defining information seeking as involving searching for, retrieving, recognizing, and applying meaningful content. It then covers several theories that seek to explain why people seek information, including Belkin's Anomalous State of Knowledge theory, Kuhlthau's Uncertainty Principle, and Dervin's Sense-Making hypothesis. The document also discusses theories about who seeks information and how they seek it. Additional concepts covered include information competence, literacy, inquiry-based learning, lifelong learning, and 21st century skills. The document emphasizes that the goal is to develop knowledgeable, critical thinkers who can effectively engage with information.
The document discusses information seeking and user modeling. It defines information seeking as purposefully engaging in a process to change one's state of knowledge. User modeling involves identifying a user's information needs, context, profile, and mental model of information systems in order to understand how they will seek information. Key aspects of user modeling include determining informational questions or tasks, the user's knowledge level, demographic profile, and expectations of information systems and resources.
Dr. Reijo Savolainen is a professor known for his research on Everyday Life Information Seeking (ELIS), which examines how people acquire information to solve daily problems or stay informed on current events. ELIS focuses on social and cultural factors that influence information seeking outside of work contexts. Some key factors ELIS considers are gender, age, education level, and how they affect how people accept or reject information.
This document discusses theories of information seeking behavior. It begins by defining information seeking as involving the search, retrieval, recognition and application of meaningful content.
It then examines three main theories for why people seek information: 1) Belkin's Anomalous State of Knowledge hypothesis that people seek information when their knowledge is incomplete, 2) Kuhlthau's Uncertainty Principle that uncertainty initiates the information seeking process, and 3) Dervin's Sense-Making hypothesis that a gap in understanding triggers information seeking to bridge that gap.
The document also analyzes theories for who seeks information, including Belkin's view of "patrons in problematic situations", Kuhlthau's perspective of the seeker
The Seven Pillars of Information Literacy: research lensnmjb
The document discusses the seven pillars of information literacy. The seven pillars encompass skills like digital literacy, media literacy, visual literacy, information handling, academic literacy, data curation, and data management. Information literacy involves not only skills but also attitudes and behaviors. It allows people to effectively use, manage, synthesize, and create information and data in an ethical manner. The seven pillars model can help researchers understand the information landscape and ensure they have the necessary information literacy skills. One pillar discussed in more detail is managing information, which involves organizing data, understanding responsibilities like avoiding plagiarism, and archiving and curating research data ethically.
User studies: enquiry foundations and methodological considerationsGiannis Tsakonas
User studies aim to understand how users interact with and utilize information sources. There are two main types of user studies: usage studies which examine what, why, and how much is used, and behavior studies which examine how and why something is used. Methodologically, user studies employ various qualitative and quantitative methods like interviews, surveys, observations, and log/keystroke analysis to understand user behaviors and inform systems design.
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.
The document discusses information literacy and strategies to avoid plagiarism. It defines information literacy as the ability to recognize an information need, locate and evaluate relevant information, and apply it effectively. It also outlines the skills needed to be information literate, including determining information needs, accessing information efficiently, evaluating sources critically, and using information ethically. Additionally, the document discusses what constitutes plagiarism and some strategies to avoid it, such as using quotation marks, paraphrasing while citing sources, and keeping detailed notes of sources.
Information Literacy (IL)
It is a skills in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automated search tools) and knowledge commonly used for research techniques.
Information literacy refers to the ability to identify needed information and locate, evaluate, and apply it effectively. It involves distinguishing credible sources from non-credible ones and properly citing sources. Information literacy is important for academic work, where it allows students to incorporate evidence into arguments and acknowledge sources, and for business, where it helps employees quickly find and assess relevant data to solve problems.
This document discusses information literacy and the University of Pittsburgh's approach. It defines information literacy as a set of skills needed to find, analyze, and use information. The University of Pittsburgh sees information literacy as important to lifelong learning and has made it a priority. The ULS teaches information literacy through courses, workshops, tutorials, and consultations, with topics like research strategies and evaluating sources. It assesses students' skills through tests and aims to help students improve areas of weakness.
The document discusses information literacy (IL). It defines IL as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. It also discusses a presidential proclamation declaring October 2009 as National Information Literacy Awareness Month. The proclamation emphasizes that IL skills are essential for citizens to navigate the modern information environment and make informed decisions. It encourages improving IL awareness and education. Finally, the document presents a model linking IL and other adult competencies like literacy, ICT skills, and communication abilities.
This document discusses information literacy and its importance in the workplace and information society. It provides definitions for key terms like information overload, knowledge economy, and information literacy. It discusses information literacy standards and contexts. It then discusses how employees at the company PlantMiner seek and evaluate information from sources like Google, LinkedIn, suppliers, and newsletters to help their roles in sales, business development, marketing, finance, and development.
Information literacy (IL) is knowing when information is needed, where to find it, how to evaluate, use, and communicate it ethically. It also recognizes that information includes research data and the ability to manage information and data. IL has also been called library orientation, bibliographic instruction, and information skills training. IL is needed to differentiate facts from opinions and false statements, as not all information is equally authoritative, current, reliable, or unbiased. It is also needed to effectively use expanding technologies for accessing, manipulating, and creating information. Finding quality information takes time and effort. To succeed in today's world, people must be smart about information.
The document discusses the concept of information literacy in various contexts. It defines information literacy and related terms. It discusses the needs and purpose of information literacy programs in the changing education system and with the growth of digital information. Finally, it examines the role of information literacy in society, work, education, health and well-being.
What does Information Literacy mean? Some examples from different disciplinesSheila Webber
This document summarizes a presentation on the differing conceptions of information literacy across academic disciplines. It discusses findings from a study that interviewed academics in marketing, English, chemistry, and civil engineering. Key findings included differences in the types of information considered important, how information is accessed and used, and the focus of information literacy. For example, marketing focused on using data and problem-solving while English emphasized accessing texts and developing critical thinking skills. The presentation concludes by discussing implications for creating relationships between librarians and academics around information literacy.
Information Literacy for 21st Century lifeSheila Webber
This presentation was given by Sheila Webber at the Oeiras a Ler conference held at Oeiras Municipal Library, Portugal, on 20 May 2010 ( http://oeiras-a-ler.blogspot.com/search/label/Encontro%20Oeiras%20a%20Ler). I identify some of the different ways in which various groups of people experience information and information literacy (IL) in the 21st Century, with reference to 21st Century research. I go on to discuss some of the key aspects of IL that need more attention. I see these elements as evolutionary development of IL as a 21st Century concept, not as something completely new and different.
This document provides an overview of information literacy. It defines information literacy as the skills needed to find and use information effectively. These skills include understanding how libraries are organized, familiarity with research tools and techniques. The document discusses why information literacy is important for student success and lifelong learning. It also explores related concepts like digital literacy, inquiry-based learning, and 21st century skills. Throughout, it emphasizes the role of school libraries in teaching these important skills to students.
The American Library Association (ALA) (2016) defines censorship as a “change in the access status of material, based on the content of the work and made by a governing authority or its representatives. Such changes include exclusion, restriction, removal, or age/grade level changes” (para 2). Intellectual Freedom may be defined as:
the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored (ALA, 2016, para 2).
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.
Information Seeking: Information Literacy: What is all this?Johan Koren
This document discusses various theories and concepts related to information seeking and information literacy. It begins by defining information seeking as involving searching for, retrieving, recognizing, and applying meaningful content. It then covers several theories that seek to explain why people seek information, including Belkin's Anomalous State of Knowledge theory, Kuhlthau's Uncertainty Principle, and Dervin's Sense-Making hypothesis. The document also discusses theories about who seeks information and how they seek it. Additional concepts covered include information competence, literacy, inquiry-based learning, lifelong learning, and 21st century skills. The importance of school libraries in developing information literacy and empowering student learning is emphasized.
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.
Dr. Reijo Savolainen is a professor known for his research on Everyday Life Information Seeking (ELIS), which examines how people acquire information to solve daily problems or stay informed on current events. ELIS focuses on social and cultural factors that influence information seeking outside of work contexts. Some key factors ELIS considers are gender, age, education level, and how they affect how people accept or reject information.
This document discusses theories of information seeking behavior. It begins by defining information seeking as involving the search, retrieval, recognition and application of meaningful content.
It then examines three main theories for why people seek information: 1) Belkin's Anomalous State of Knowledge hypothesis that people seek information when their knowledge is incomplete, 2) Kuhlthau's Uncertainty Principle that uncertainty initiates the information seeking process, and 3) Dervin's Sense-Making hypothesis that a gap in understanding triggers information seeking to bridge that gap.
The document also analyzes theories for who seeks information, including Belkin's view of "patrons in problematic situations", Kuhlthau's perspective of the seeker
The Seven Pillars of Information Literacy: research lensnmjb
The document discusses the seven pillars of information literacy. The seven pillars encompass skills like digital literacy, media literacy, visual literacy, information handling, academic literacy, data curation, and data management. Information literacy involves not only skills but also attitudes and behaviors. It allows people to effectively use, manage, synthesize, and create information and data in an ethical manner. The seven pillars model can help researchers understand the information landscape and ensure they have the necessary information literacy skills. One pillar discussed in more detail is managing information, which involves organizing data, understanding responsibilities like avoiding plagiarism, and archiving and curating research data ethically.
User studies: enquiry foundations and methodological considerationsGiannis Tsakonas
User studies aim to understand how users interact with and utilize information sources. There are two main types of user studies: usage studies which examine what, why, and how much is used, and behavior studies which examine how and why something is used. Methodologically, user studies employ various qualitative and quantitative methods like interviews, surveys, observations, and log/keystroke analysis to understand user behaviors and inform systems design.
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.
The document discusses information literacy and strategies to avoid plagiarism. It defines information literacy as the ability to recognize an information need, locate and evaluate relevant information, and apply it effectively. It also outlines the skills needed to be information literate, including determining information needs, accessing information efficiently, evaluating sources critically, and using information ethically. Additionally, the document discusses what constitutes plagiarism and some strategies to avoid it, such as using quotation marks, paraphrasing while citing sources, and keeping detailed notes of sources.
Information Literacy (IL)
It is a skills in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automated search tools) and knowledge commonly used for research techniques.
Information literacy refers to the ability to identify needed information and locate, evaluate, and apply it effectively. It involves distinguishing credible sources from non-credible ones and properly citing sources. Information literacy is important for academic work, where it allows students to incorporate evidence into arguments and acknowledge sources, and for business, where it helps employees quickly find and assess relevant data to solve problems.
This document discusses information literacy and the University of Pittsburgh's approach. It defines information literacy as a set of skills needed to find, analyze, and use information. The University of Pittsburgh sees information literacy as important to lifelong learning and has made it a priority. The ULS teaches information literacy through courses, workshops, tutorials, and consultations, with topics like research strategies and evaluating sources. It assesses students' skills through tests and aims to help students improve areas of weakness.
The document discusses information literacy (IL). It defines IL as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. It also discusses a presidential proclamation declaring October 2009 as National Information Literacy Awareness Month. The proclamation emphasizes that IL skills are essential for citizens to navigate the modern information environment and make informed decisions. It encourages improving IL awareness and education. Finally, the document presents a model linking IL and other adult competencies like literacy, ICT skills, and communication abilities.
This document discusses information literacy and its importance in the workplace and information society. It provides definitions for key terms like information overload, knowledge economy, and information literacy. It discusses information literacy standards and contexts. It then discusses how employees at the company PlantMiner seek and evaluate information from sources like Google, LinkedIn, suppliers, and newsletters to help their roles in sales, business development, marketing, finance, and development.
Information literacy (IL) is knowing when information is needed, where to find it, how to evaluate, use, and communicate it ethically. It also recognizes that information includes research data and the ability to manage information and data. IL has also been called library orientation, bibliographic instruction, and information skills training. IL is needed to differentiate facts from opinions and false statements, as not all information is equally authoritative, current, reliable, or unbiased. It is also needed to effectively use expanding technologies for accessing, manipulating, and creating information. Finding quality information takes time and effort. To succeed in today's world, people must be smart about information.
The document discusses the concept of information literacy in various contexts. It defines information literacy and related terms. It discusses the needs and purpose of information literacy programs in the changing education system and with the growth of digital information. Finally, it examines the role of information literacy in society, work, education, health and well-being.
What does Information Literacy mean? Some examples from different disciplinesSheila Webber
This document summarizes a presentation on the differing conceptions of information literacy across academic disciplines. It discusses findings from a study that interviewed academics in marketing, English, chemistry, and civil engineering. Key findings included differences in the types of information considered important, how information is accessed and used, and the focus of information literacy. For example, marketing focused on using data and problem-solving while English emphasized accessing texts and developing critical thinking skills. The presentation concludes by discussing implications for creating relationships between librarians and academics around information literacy.
Information Literacy for 21st Century lifeSheila Webber
This presentation was given by Sheila Webber at the Oeiras a Ler conference held at Oeiras Municipal Library, Portugal, on 20 May 2010 ( http://oeiras-a-ler.blogspot.com/search/label/Encontro%20Oeiras%20a%20Ler). I identify some of the different ways in which various groups of people experience information and information literacy (IL) in the 21st Century, with reference to 21st Century research. I go on to discuss some of the key aspects of IL that need more attention. I see these elements as evolutionary development of IL as a 21st Century concept, not as something completely new and different.
This document provides an overview of information literacy. It defines information literacy as the skills needed to find and use information effectively. These skills include understanding how libraries are organized, familiarity with research tools and techniques. The document discusses why information literacy is important for student success and lifelong learning. It also explores related concepts like digital literacy, inquiry-based learning, and 21st century skills. Throughout, it emphasizes the role of school libraries in teaching these important skills to students.
The American Library Association (ALA) (2016) defines censorship as a “change in the access status of material, based on the content of the work and made by a governing authority or its representatives. Such changes include exclusion, restriction, removal, or age/grade level changes” (para 2). Intellectual Freedom may be defined as:
the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored (ALA, 2016, para 2).
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.
Information Seeking: Information Literacy: What is all this?Johan Koren
This document discusses various theories and concepts related to information seeking and information literacy. It begins by defining information seeking as involving searching for, retrieving, recognizing, and applying meaningful content. It then covers several theories that seek to explain why people seek information, including Belkin's Anomalous State of Knowledge theory, Kuhlthau's Uncertainty Principle, and Dervin's Sense-Making hypothesis. The document also discusses theories about who seeks information and how they seek it. Additional concepts covered include information competence, literacy, inquiry-based learning, lifelong learning, and 21st century skills. The importance of school libraries in developing information literacy and empowering student learning is emphasized.
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.
This document discusses the evolution of the concept of information literacy. It provides numerous definitions of information literacy, as well as related terms such as information competence, information competency, inquiry-based learning, lifelong learning, and 21st century skills. The document also discusses how information literacy frameworks have increasingly emphasized the importance of finding, evaluating, and using information for personal and academic purposes. Studies show that school librarians and libraries can help develop students' information literacy and boost academic achievement.
The document discusses the evolution of the term "information literacy" and related concepts. It explores various definitions of information literacy, information competence, and 21st century skills. It also examines frameworks and studies that promote the development of information literacy and the important role of school libraries in teaching these skills to students.
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
This document discusses the origins and evolution of information literacy from the 1980s to present day. It covers the development of information literacy models and standards, including the influence of Patricia Breivik's comprehensive model. The document also examines how information literacy shifted from an emphasis on bibliographic instruction to a focus on learning, context, and sociotechnical fluency. Finally, it introduces the concept of metaliteracy as an integrated approach for engaging with digital information and discusses its theoretical framework and practical applications.
This document discusses developing digital literacy in schools. It provides an overview of a digital literacy matrix and covers information literacy, critical literacy, and ICT literacy. For each topic, it discusses key concepts and frameworks. It also allows time for participants to work on applying the digital literacy matrix to their own school context.
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
This document provides an overview of 21st century literacy skills and information literacy. It discusses how new technologies are transforming society and the skills students need, such as problem solving, collaboration and digital literacy. These new literacies involve online reading comprehension, learning skills for the internet and evaluating information from various sources like videos, blogs and social media. Information literacy is defined as the ability to access, evaluate and apply information effectively. The document also discusses guided inquiry, which involves carefully planned lessons led by teachers and librarians to guide students through research projects and develop deep knowledge on a topic.
This document discusses rethinking information literacy in the context of global citizenship in higher education. It argues that existing information literacy standards and definitions may need to be updated or reconstructed to better address educating students for global citizenship. It suggests taking a deeper, more critical approach to information literacy that considers the wider information context and acknowledges cultural, ethical, economic, legal and social issues related to information. The document reviews several existing international information literacy standards and guidelines and how they may need to evolve to fully support global learning outcomes. It also describes an initial survey conducted to further explore connections between information literacy and global learning.
The document provides an overview of 21st century literacy skills needed for students to be successful in today's digital world. These include the ability to critically evaluate online information from a variety of sources, understand multimedia formats, and collaborate online. The document discusses the importance of teaching skills like problem solving, digital literacy, and analyzing information from different perspectives to prepare students. It also introduces various frameworks that can be used to guide students' research process and development of literacy skills, such as Guided Inquiry, Kuhlthau's Information Search Process, and the Big 6 model.
Information literacy instruction in librariesKhalid Mahmood
This document discusses information literacy and its importance as a 21st century survival literacy. It defines information literacy as the ability to recognize when information is needed and to locate, evaluate, and effectively use that information. The document outlines several standards and frameworks for information literacy from organizations like IFLA, ACRL, and Unesco. It also discusses developing an information literacy instruction program in higher education, including getting institutional commitment, creating an action plan, and instruction management. Finally, it provides resources for further information on information literacy.
Information experience design: activating information research in practiceKate Davis
This document provides an overview of an information experience design (IXD) workshop held by Dr. Elham Sayyad Abdi and Dr. Kate Davis. The workshop consisted of an introduction to information experience (IX) and IXD. In the morning, participants learned about key concepts in IX research including information behavior, practice, and literacy. They discussed definitions of information and participated in an activity to understand different forms of information. In the afternoon, participants continued an IXD activity and discussed applying IXD concepts to their own contexts. The workshop aimed to provide tools and approaches for understanding people's experiences with information in various contexts.
This document provides an overview of an integrated information literacy framework. It includes examples of information literacy outcomes mapped to specific course outcomes in biology and English courses. It also outlines recommendations for library instructional objectives, tools, and guides to support achieving both information literacy and course-specific learning outcomes. The framework is intended to help instructors and librarians align information literacy development with core course content in a systematic and scaffolded way.
This document provides an overview of 21st century literacy skills and guided inquiry. It discusses new literacies such as online reading comprehension and skills needed for technologies like wikis, blogs, and social media. Guided inquiry is introduced as a method where teachers and librarians guide students through curriculum-based research projects to build deep knowledge and independent learning skills. Key aspects of guided inquiry include using inquiry circles, implementing roles within groups, and creating a third space where personal and curriculum knowledge merge.
ACRL Information Literacy Framework - BC staff poster presentationEstelle Pope
The Association of College and Research Libraries (ACRL) last updated their Information Literacy (IL) Standards for Higher Education in 2000 and developed a new Information Literacy Framework in 2014 to address the changing environment of higher education and evolving information systems. The Framework includes six "frames" that represent core concepts students need to understand, each anchored by a threshold concept. Boston College plans to investigate how to integrate the frames into existing and new library instruction curricula.
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
Information literacy refers to the skills needed to find, evaluate, and use information effectively. These skills include understanding how libraries are organized, being familiar with research tools and formats, and knowing common research techniques. Information literacy is important because students must be able to effectively consume and produce information to thrive in today's communication age. The document discusses several related terms like information competence, inquiry-based learning, and 21st century skills.
Similar to Information Seeking Information Literacy: What is all this? (20)
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer significant health benefits over time such as improved focus, better sleep, and a more positive outlook.
Education is generally defined as the process of learning and acquiring information. It can take place both through formal schooling and informal life experiences. Martin Luther King Jr. believed that true education should enable one to discern truth from falsehood and develop both intelligence and strong moral character. The document explores different definitions and perspectives on the meaning of education through various online sources.
This document discusses different types of information sources and how to evaluate them. It defines reference sources as publications that provide authoritative information, including reference books, indexes, and databases. Reference books are designed to be consulted for specific information needs rather than read cover to cover, and include genres like dictionaries, directories, and encyclopedias. When evaluating information sources, criteria like the author's authority, purpose, objectivity, currency, and relevance should be considered. Primary sources contain original material while secondary sources analyze and comment on primary sources.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
School libraries under threat: How to ensure survival?Johan Koren
This document discusses the threat faced by school libraries due to budget cuts by principals and superintendents looking to save money. It is suggested that school library positions and librarians are often among the first to be cut. Several examples are given of states and school districts that have cut or are threatening to cut school librarian positions. The document then discusses strategies for school librarians to ensure the survival of school libraries, including building support among stakeholders before a crisis, using research evidence to demonstrate the impact of school libraries, and engaging in action research projects to assess the effectiveness of library programs.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
This document provides an overview of various inquiry and information process models that can be used to guide student research. It describes models such as the Big6, Carol Kuhlthau's Information Search Process, and the Savvy Seven Research Model. Each model breaks the research process down into steps or stages to help students comprehend the task and strategies needed. The document emphasizes that the models are flexible and iterative - students may need to move back and forth between steps as new questions or understandings emerge during research. An effective model provides a common language and scaffolding for students while allowing for recursion as understanding develops.
School Libraries under Threat: How to Ensure Survivalk?Johan Koren
School libraries are under threat of budget cuts as principals and superintendents look for ways to save money. This can result in the elimination of school library positions, which have often been among the first to be cut. The document discusses strategies for ensuring the survival of school libraries, including presenting evidence from research about the impact of school libraries on student achievement, outcomes, and skills. It recommends that school librarians build support for their programs, collect data through action research, and share the findings to make an evidence-based case for the value of school libraries.
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Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
Teen Tech Week 2015: A Public Library Thing?Johan Koren
Teen Tech Week is a national initiative sponsored by YALSA that aims to ensure teens are competent and ethical users of digital media through libraries. It focuses on resources like e-books, databases, and social media. The related Teen Read Week also encourages teen reading and library use. Studies show teens lack skills to evaluate online information. Libraries help teens build skills like research and online profile management. Some schools implement "Bring Your Own Device" policies to utilize students' technology. Partnerships for Teen Tech Week can include families, community groups, and schools working with public libraries. Makerspaces in libraries allow creation using tools like 3D printers and electronics, helping develop skills needed in today's economy.
What are Educational Standards . . . and what do they have to do with 21st ce...Johan Koren
Educational standards help teachers ensure students have the necessary skills and knowledge to be successful by providing clear goals for learning. Standards provide a roadmap for teachers, parents, and students by setting expectations without dictating how teachers should teach. They highlight the knowledge and abilities students should master. Kentucky has adopted standards for core subjects as well as for teachers and technology to prepare students with 21st century skills like critical thinking, communication, collaboration, and creativity. These skills are advocated for by organizations like the Partnership for 21st Century Skills to help students succeed in a global, digital world.
21st century skills refer to a broad set of knowledge, skills, work habits, and character traits that are believed to be critically important to success in today's world, particularly in collegiate programs and contemporary careers and workplaces. These skills include critical thinking, communication, collaboration, and creativity. The document provided several links to additional resources defining and explaining 21st century skills.
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This document discusses the many contributions that school libraries and librarians provide to learning. It notes that school libraries should serve as learning commons that focus on client-centered programs and advance best practices in pedagogy. School librarians help students develop digital citizenship skills, make connections between students and teachers, and provide leadership, even if misunderstood. Overall, the document argues that school libraries and librarians give students opportunities to learn and grow, and provide a crucial edge for college and career readiness.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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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.
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Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Information Seeking Information Literacy: What is all this?
1. LIB 640 Information Sources and Services
Summer 2012
Information
Seeking
Information
Literacy: Finding a
way
WHAT through
IS ALL the word
THIS? maze
2. 2
What is information seeking?
What Is Information Seeking?
• In the simplest terms, information seeking
involves the search, retrieval, recognition,
and application of meaningful content. This
search may be explicit or implicit, the
retrieval may be the result of specific
strategies or serendipity, the resulting
information may be embraced or rejected,
the entire experience may be carried through
to a logical conclusion or aborted in
midstream, and there may be a million other
potential results.
• Kingrey, K. P. (2002, Spring). Concepts of information seeking
and their presence in the practical library literature.
Library Philosophy and Practice, 4, 2
3. 3
Why Seek? Theory 1
ASK Hypothesis developed by
Nicholas Belkin (Rutgers)
• ―. . . Anomalous States-of-Knowledge
(abbreviated to ASK). . . . Situations Nicholas Belkin
in which the patrons‘ knowledge are
incomplete or limited in some way, and
they need further information to get on,
the patrons are seen to be in an anomalous state of
knowledge.‖
• Ammentorp, S. and Hummelshøj, M. (2001). Ask a librarian: Web-
based reference question services: a model for development. Paper
presented at 11th NI&D Conference. Spring for information.
Reykjavik, 30 May–1 June 2001. Retrieved 22. September, 2004.
http://www.murraylib640.org/Ammentorp.doc
4. 4
Why Seek? Theory 2
The Uncertainty Principle
developed by Carol
Kulthau (Rutgers)
• Uncertainty initiates the
process of information Carol Kuhlthau
seeking
• Kuhlthau, C. C. (2004, May).
ISP Presentation
Retrieved June 14, 2007.
http://www.scils.rutgers.edu/~kuhlthau/recent_presentations
/loex/loex_presentation.ppt
5. 5
Why Seek? Theory 3
The Gap that does not make sense (“Sense-
making” hypothesis)
• “. . . Dervin presents to us a picture
of a man walking along a road,
when he comes upon an impassable
hole in the ground. In this situation,
he is obviously facing a gap. What Brenda Dervin
is he to do now?‖
• Kari, J. (1998, November). Making sense of sense-making:
From metatheory to substantive theory in the context of
paranormal information seeking. Paper presented at Nordis-
Net workshop (Meta)theoretical stands in studying library and
information institutions: individual, organizational and societal
aspects, November 12–15 1998, Oslo, Norway. Retrieved
September 22, 2004.
See also Dervin‘s Sense-Making Methodology Site
6. 6
Who Seeks? Theory 1
Anomalous State of Knowledge
(ASK) hypothesis (Belkin):
• “. . . patrons in problematic situations.‖
• Ammentorp, S. and Hummelshøj, M. Ask a
Librarian: Web-Based Reference Question
Services: A Model for Development.‖
Steen Ammentorp
Marianne Hummelshøj
Both were formerly at the Royal Danish
School of Library and Information Science
7. 7
Who Seeks? Theory 2
Kulthau’s Information Search Process:
• People experience the ISP [Information Search
Process] holistically with an interplay of
thoughts, feelings, and actions.
• Kuhlthau, Carol C. ―An Overview of the Information
Search Process.‖ Retrieved June 14, 2007.
http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm
Carol Kuhlthau
8. 8
Who Seeks? Theory 3
Sense-Making Hypothesis:
• ―. . . [a] patron [who] is seen as being locked
in a situation unable to move further because
of some kind of gap in his knowledge.‖
• Ammentorp and Hummelshøj, Ask a librarian:
web-based reference question services: A model
for development.
Brenda Dervin
9. 9
How Do They Seek? Theory 1
Belkin’s ASK:
• ―. . . users performing some activity feel that
they have a knowledge gap that cannot be
filled directly, and consequently they engage
into an information seeking process. . .”
• Brajnik, G. (1999, June). Information seeking as
explorative learning. Retrieved Sept. 7th, 2003.
http://www.bcs.org/upload/pdf/ewic_mi99_paper2.pdf
Giorgio Brajnik
Assistant Professor in
Computer Science, University
of Udine, Italy
10. 10
How Do They Seek? Theory 2
Kuhlthau’s ISP:
• ―The critical component of the
ISP is the person‘s own
formulation of a focus that
involves gaining a personal
perspective of the topic or subject
while using a variety of sources of information.
In other words, users are constructing their
own understandings through inquiry.‖
• Kuhlthau, C. ―Research Interests.‖ Last Updated January
2012. Retrieved June 10, 2012.
• http://www.scils.rutgers.edu/~kuhlthau/research_interests.htm
11. 11
How Do They Seek? Theory 3
Dervin’s Sense-Making:
• ― . . . the patron is seen as being locked in a
situation unable to move further because
of some kind of gap in his knowledge.
However the patron tries to bridge this gap
by asking questions and using the answers
to closing the gap, making new sense. As
Belkin, Dervin sees the nature of the
information need as something situational
changing as the patrons tries to bridge the
gap.‖
• Ammentorp and Hummelshøj, “Ask a Librarian: Web-
Based Reference Question Services: A Model for
Development.”
12. 12
Who, How, Why?
“person-in-context”
“active search for information”
“stress/coping model”
Professor Tom
• Wilson, Tom and Christina Walsh. ―A
revised general model of information Wilson
behaviour‖ ch. 7 of ―Information
Behaviour: An Inter-Disciplinary Biography
Perspective.‖ British Library Research Research
and Innovation Report 10. A report to the Cats
British Library Research & Innovation
Centre on a review of the literature.
Retrieved Sept. 8th, 2003.
http://informationr.net/tdw/publ/infbehav/
Formerly at the Postgraduate School of Librarianship and Information Science (now The
Information School) at the University of Sheffield, England
13. 13
Another Why to Consider
Self-Generated or Imposed?
• internally motivated by personal context
OR
• thought up by one person then given to
someone else to resolve
• Gross, M. (2001, January). Imposed
information seeking in public libraries and
school library media centers: a common
behaviour? Information Research, 6, 2.
Retrieved Sept. 8th, 2003.
http://informationr.net/ir/6-2/paper100.html
14. 14
Process of Searching
Kulthau’s ISP:
• Carol C. Kuhlthau, Jannica Heinström and Ross J. Todd,
―The ‗information search process‘ revisited: is the model
still useful?‖ Information Research VOL. 13 NO. 4,
DECEMBER, 2008.
15. 15
Information Literacy
information literacy (IL)
• Skill in finding the information one
needs, including an understanding of
how libraries are organized,
familiarity with the resources they
provide (including information
formats and automated search tools),
and knowledge of commonly used
research techniques. More
• ODLIS
18. 18
Why teach information literacy?
21st-Century learners may be
tech-savvy, but they still can be
overwhelmed:
• . . . Today‘s learners have grown up
in a ―wired‖ world. They have
constant access to global information
resources through computers and
mobile devices, and they expect to be able to retrieve
information instantly. This bold new generation
questions the concept of cognitive authority as mob
indexing an Wikipedia permeate the web. Learners
are now surrounded by information, whether in
print, online, or in sound bites of information.
• Empowering Learners: Guidelines for School Library Media
Programs. Chapter 1: Developing Visions for Learning.
IV. The 21st-Century Learner, p. 11.
20. 20
Another concept
What is Information Competence?
• information competence is the fusing or
the integration of library literacy,
computer literacy, media literacy,
technological literacy, ethics, critical
thinking, and communication skills
• Information Competence in the CSU. A Report Submitted to
Commission on Learning Resources and Instructional Technology
Work Group on Information Competence
CLRIT Task 6.1. Susan C. Curzon, Chair
December 1995
• http://www.calstate.edu/ls/Archive/info_comp_report.shtml#What Is
22. 22
Or is it Information Competency?
What is Information Competency?
• ―Information Competency is the ability to find,
evaluate, use, and communicate information in all
its various formats. It combines aspects of library
literacy, research methods and technological
literacy. Information Competency includes
consideration of the ethical and legal implications
of information and requires the application of both
critical thinking and communication skills.‖
• Information competency definition adopted by the
Academic Senate for California Community Colleges at
its 1998 Spring Plenary Session. Available at:
www.AcademicSenate.cc.ca.us
• Note: Information competency is also referred to as
information literacy and information competence.
23. 23
Adding to the confusion of terms!
Several other terms and combinations of
terms have been also used by different
authors:
• ‗infoliteracy‘, ‗informacy‘, ‗information
empowerment‘, ‗information competence‘,
‗information competency‘, ‗information
competencies‘, ‗information literacy skills‘,
‗information literacy and skills‘, ‗skills of
information literacy‘, ‗information literacy
Sirje Virkus
competence‘, ‗information literacy
competencies‘, ‗information competence skills‘,
‗information handling skills‘, ‗information
problem solving‘, ‗information problem solving
skills‘, ‗information fluency‘, ‗information
mediacy‘ and even ‗information mastery‘
• Sirje Virkus: ―Information literacy in Europe: a
literature review‖
Information Research, Vol. 8 No. 4, July 2003
24. 24
Now also as Information Literacies
Why the plural?
• The use of the term
―information literacies‖
emphasizes the complexity and
multiplicity of skills and strategies
Dr. Dianne Oberg involved in finding and using
information.
• Dianne Oberg: “Promoting Information
Literacies: A Focus on Inquiry.‖ 70th IFLA
General Conference and Council, 22-27 August
2004, Buenos Aires, Argentina
http://www.ifla.org/IV/ifla70/papers/088e-Oberg.pdf
25. 25
A related term often used outside library media circles
Inquiry-based learning
What is inquiry-based learning?
• An old adage states: ―Tell me and I forget,
show me and I remember, involve me and I
understand.‖ . . . Inquiry implies involvement
that leads to understanding. Furthermore,
involvement in learning implies possessing
skills and attitudes that permit you to seek
resolutions to questions and issues while you
construct new knowledge.
•
26. 26
Project, Problem, and Inquiry-based Learning
Explore the Approaches
• Project-based learning, problem-based
learning, and inquiry-based learning all
three closely relate to the information
processing approach. They all fit well with
technology-rich learning environments
where the focus is not on the hardware
and software, but on the learning
experience.
• Project, Problem, and Inquiry-based Learning
http://eduscapes.com/tap/topic43.htm
27. 27
Another Related Term
Resource-Based Learning
• Resource-based learning actively involves
students, teachers and teacher-librarians in
the effective use of a wide range of print, non
print and human resources . . . Students who
use a wide range of resources in various
mediums for learning have the opportunity
to approach a theme, issue or topic of study
in ways which allow for a range of learning
styles and access to the theme or topic via
cognitive or affective appeals. More
• Resource-Based Learning: Approaches
28. 28
Yet another related term
Lifelong learning
• Lifelong learning is the process of acquiring
and expanding knowledge, skills, and
dispositions throughout your life to foster
well-being. It isn't about taking an adult
pottery class or reading a nonfiction book
occasionally. It's about the decisions you make
and the problems you solve in everyday life.
From enrolling in an structured, formal
education program to considering whether to
believe an infomercial's gimmick, lifelong
learning takes many forms.
29. 29
And another! 21st Century Literacies
21st Century Literacies
• 21st Century Literacies refer to the skills
needed to flourish in today's society and in
the future. Today discrete disciplines have
emerged around information, media,
multicultural, and visual literacies. It is
the combination of literacies that can
better help K-12 students and adult
learners address and solve the issues that
confront them.
• http://www.kn.sbc.com/wired/21stcent/index.html
33. 33
How do we put it all together?
Use the school library media center!
34. 34
After all, why are we doing this?
Dr. Ross Todd, Rutgers University:
• The destination is not an information literature
student, but rather, the development of a
knowledgeable and knowing person, one who is
able to engage effectively with a rich and
complex information world, and who is able to
develop new understandings, insights and
ideas.
• School Libraries as Knowledge Spaces: Connections and
Actions; Outcomes and Evidence Powerpoint presentation for
SLAV conference, Victoria, Australia
The School Library Association of Victoria
35. 35
Shifting the focus of School Libraries
From: collections, position
and advocacy
Through: connections,
actions and evidence-based
practice centering on a
shared philosophy and
Developing knowledge process of inquiry learning
and understanding To: making a real
A thinking community difference to student
learning outcomes
From Ross Todd‘s PPT School Libraries as
Knowledge Spaces: Connections and
Actions; Outcomes and Evidence
36. 36
The Library as
a Knowledge
Space, not an
Information
Place
Ross Todd
37. 37
Evidence for the benefits
Student Learning through Ohio
School Libraries (2004)
• Students appear to indicate that the school library –
not as a passive supply agency, but as an instructional
agency – helps them substantially in their learning.
• What is clearly perceived to be of help is the library’s
part in engaging students in an active process of
building their own understanding and knowledge – the
library as an agency for active learning.
• Review of the Findings Powerpoint
presentation.
• Researchers: Dr. Ross Todd and
Dr. Carol Kuhlthau, Rutgers
38. 38
Keith Curry Lance
What Research Tells Us About the
Importance of School Libraries
• At this point . . . there is a clear consensus in
the results now [2002] available for eight
states*: School libraries are a powerful force
in the lives of America's children. The school
library is one of the few factors whose
contribution to academic achievement has
been documented empirically, and it is a
contribution that cannot be explained away
by other powerful influences on student
performance.
• White House Conference on School Libraries
• *Now 19 states and 1 Canadian province—see
39. 39
Another summary of impact studies
http://library.mansfield.edu/impact.asp
40. 40
Mission of the school library?
Empowering Learners:
Guidelines for School Library
Media Program
• The mission of the school
library media program is to
ensure that students and staff
are effective users of
information. The school
library media specialist
(SLMP) empowers
students to be critical thinkers,
enthusiastic readers, skillful
researchers, and ethical users
of information . . .
• Empowering Learners, p. 8.
41. 41
A European view
School Library and School Librarianship
• The stream of information from TV channels,
Internet, CD-ROMs, computer programmes
etc. is unending. If the students, when they
become adult citizens, are not to feel lost and
helpless in the face of such rich sources of
information, they must learn [to] devise
personal strategies for information retrieval
while they are still at school. Information
Literacy and ―strategies for independent
learning skill development‖ are key
components of any school library.
• From a White Paper by Gert Larsen, School Library
Advisor, Albertslund, Denmark, p. 7
• Part of Project GrandSlam - General Research and New
Development in School Libraries As Multimedia Learning
Centres
A previous project in the same series
42. 42
The Key Concept?
Competence and comfort with
information and information sources
• Have you ever heard of Data Smog? A term coined
by author David Shenk, it refers to the idea that too
much information can create a barrier in our lives.
• Information literacy is the solution to Data Smog. It
allows us to cope by giving us the skills to know when
we need information and where to locate it effectively
and efficiently. It includes the technological skills
needed to use the modern library as a gateway to
information. It enables us to analyze and evaluate the
information we find, thus giving us confidence in
using that information to make a decision or create a
product.
• Introduction to Information Literacy, Association for College and
Research Libraries (a division of the American Library Association)