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James K Elmborg - One of the best experts on this subject based on the ideXlab platform.
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critical Information Literacy implications for instructional practice
The Journal of Academic Librarianship, 2006Co-Authors: James K ElmborgAbstract:This article uses critical Literacy theory to Define Information Literacy. It argues that to be educators, librarians must focus less on Information transfer and more on developing critical consciousness in students. Using concepts from Literacy theory, the author suggests ways library practice would change if librarians reDefined themselves as Literacy educators.
Alaranta Suvi - One of the best experts on this subject based on the ideXlab platform.
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Informaatiolukutaito: määritelmät ja käyttötarkoitus : Kirjallisuuskatsaus käsitteen informaatiolukutaito tarkoituksenmukaisuudesta
Oulun ammattikorkeakoulu, 2018Co-Authors: Alaranta SuviAbstract:Opinnäyte on tehty Oulun ammattikorkeakoulun liiketalouden yksikön toimeksiantona. Tutkielman aiheena on informaatiolukutaito. Se on osoittautunut kiistellyksi aiheeksi. Työssä selvitetään käsitteen informaatiolukutaito syntyhistoriaa, käyttötarvetta ja käsitteelle annettuja erilaisia määritelmiä. Tavoitteena on tarkastella kyseisen käsitteen merkitystä nyky-yhteiskunnassa, sekä käsitteen suhdetta vastaaviin uuslukutaitokäsitteisiin. Työssä esitellään käsitteen keskeisiä määritelmiä ja viralliset standardit. Keskeisiä käsitteitä ovat informaatiolukutaito, uuslukutaitokäsitteet, mediakasvatus, medialukutaito, monilukutaito, tiedonhankinta ja tiedonhaku. Tutkimusmenetelmänä käytetään kuvailevaa kirjallisuuskatsausta. Metodin avulla pystytään vastaamaan esitettyihin tutkimuskysymyksiin. Aiheesta on etsitty laadukkaana pidettyä alan tutkimuskirjallisuutta, julkaisuja ja artikkeleita. Lisäksi on perehdytty informaatiolukutaidon virallisiin standardeihin. Informaatiolukutaito voidaan määritellä monin eri tavoin. Lyhyesti määriteltynä informaation etsinnän, hankkimisen, arvioinnin ja soveltamisen valmiuksia kutsutaan informaatiolukutaidoksi (Information Literacy). Se on yksi uuslukutaitokäsitteistä. Kuvauksia, malleja ja teorioita on kuitenkin lukuisia. Käsillä olevaan esitykseen on koottu tärkeimmät ja käytetyimmät klassikkomallit, sekä kansainväliset, viralliset standardit. Tutkimuksessa osoitetaan, että analyysin kohteena olevilla uuslukutaitokäsitteillä tarkoitetaan enimmäkseen samaa asiaa, mutta niitä käytetään eri yhteyksissä eri puolia painottaen. Käsillä olevassa työssä on pohdittu informaatiolukutaidon suhdetta muihin uuslukutaitokäsitteisiin. Informaatiotutkimuksen oppiaineen sisällä käsitteen määrittelystä on päästy yksimielisyyteen, mutta eri tieteenalojen välillä puhutaan samasta asiasta eri käsitteillä.Thesis is written on assignment from the School of Business and Information Management at Oulu University of Applied Sciences. The subject of the present dissertation is Information Literacy. The given concept has turned out to be a contested one. The thesis analyzes the history, applicability and various definitions of the concept. The aim of the thesis is to analyze the meaning of Information Literacy in today’s society, in particular in terms of its relationship to other, corresponding concepts. The thesis presents the main definitions and standards of Information Literacy. The key concepts include Information Literacy, Information skills, media education, media Literacy, multiLiteracy and Information seeking. The method of the study is descriptive literature review. The chosen method allows one to answer the research questions in the most proper way. In practice this has meant critically engaging with key scholarly literature and articles discussing the concept and detecting the official standards. There are several ways to Define Information Literacy. In the most concise definition, Information Literacy concerns the ability to seek, acquire, evaluate, and use Information. It is one of many corresponding concepts dealing with new forms of Literacy. However, there exists several definitions, models and theories of Information Literacy. The present thesis discusses the most prominent and widely used models as well as internationally accepted official standards. The thesis demonstrates that the corresponding concepts of new Literacy more or less focus on the same issue as Information Literacy, but these various corresponding concepts are used in different context, with slightly different emphasis. The present study discusses the relationship of Information Literacy to these corresponding concepts. Within the discipline of Information studies, a consensus has emerged regarding the concept of Information Literacy, but other disciplines and scientific discourses often use different concepts while discussing what is basically the same thing
Zwicky Dave - One of the best experts on this subject based on the ideXlab platform.
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Patents & Information Literacy
'Purdue University (bepress)', 2019Co-Authors: Zwicky DaveAbstract:The ACRL Framework is an attempt to Define Information Literacy using six threshold concepts. Patents could be a vehicle for addressing those concepts with STEM audiences
Williams Danielle - One of the best experts on this subject based on the ideXlab platform.
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A Film Professor, A Biology Professor, and a Librarian Walk into a Learning Community
Digital Commons@Georgia Southern, 2018Co-Authors: Harmer Adrienne, Harrison Elizabeth, Williams DanielleAbstract:In this panel a film professor, a biology professor, and an academic librarian teaching a first-year seminar course will discuss how they built an interdisciplinary learning community for first-year students at a public four-year college. The three of us realized that our students were struggling to develop their Information Literacy skills and understandings in the first year of college. We knew we needed to design and offer courses that acknowledge that first-year college students are novice researchers who struggle with the research process and that recognize that these students need scaffolded and intentional guidance and support if they are to engage with the interconnected concepts, knowledge practices, and dispositions that Define Information Literacy. Our interconnected courses and integrated assignments create the opportunities and structures our first-year students need to develop the Information Literacy strategies and dispositions that are fundamental to lifelong learning and productive global citizenship. We will talk about our design process, including how we worked to align our student learning goals and outcomes and course schedules, how we developed our integrated assignments and activities, and our challenges and successes in implementing this work. There will be ample time for questions and discussion with panel speakers and participants
Harmer Adrienne - One of the best experts on this subject based on the ideXlab platform.
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A Film Professor, A Biology Professor, and a Librarian Walk into a Learning Community
Digital Commons@Georgia Southern, 2018Co-Authors: Harmer Adrienne, Harrison Elizabeth, Williams DanielleAbstract:In this panel a film professor, a biology professor, and an academic librarian teaching a first-year seminar course will discuss how they built an interdisciplinary learning community for first-year students at a public four-year college. The three of us realized that our students were struggling to develop their Information Literacy skills and understandings in the first year of college. We knew we needed to design and offer courses that acknowledge that first-year college students are novice researchers who struggle with the research process and that recognize that these students need scaffolded and intentional guidance and support if they are to engage with the interconnected concepts, knowledge practices, and dispositions that Define Information Literacy. Our interconnected courses and integrated assignments create the opportunities and structures our first-year students need to develop the Information Literacy strategies and dispositions that are fundamental to lifelong learning and productive global citizenship. We will talk about our design process, including how we worked to align our student learning goals and outcomes and course schedules, how we developed our integrated assignments and activities, and our challenges and successes in implementing this work. There will be ample time for questions and discussion with panel speakers and participants
