An Information Literacy Ontology and Its Use for Guidance Plan Design – An Example on Problem Solving

2015 ◽  
pp. 87-93
Author(s):  
Kouji Kozaki ◽  
Hiroko Kanoh ◽  
Takaaki Hishida ◽  
Motohiro Hasegawa
Keyword(s):  
Problem Solving ◽  
Information Literacy ◽  
Plan Design

scholarly journals Thai information and communication technology student teacher complex problem-solving skills

2021 ◽  
Vol 16 (5) ◽  
pp. 2209-2222
Author(s):  
Natchanun Sermsri ◽  
Aukkapong Sukkamart ◽  
Thiyaporn Kantathanawat
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Student Teachers ◽  
Information And Communication Technology ◽  
Information Literacy ◽  
Communication Technology ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Problem Solving Skills ◽  
Information And Communication

From the study’s qualitative analysis, 5 latent variables and 21 observed variables concerning complex problem-solving (CPS) skills were identified and subsequently used in a questionnaire on a sample of 214 Thai education professionals teaching information and communication technology (ICT)-related student teachers in one of 31 Thai Rajabhat (teaching) Universities. Goodness-of-fit and descriptive statistical analysis (mean and standard deviation) were analysed by using IBM® Statistical Package for the Social Sciences® for Windows version 21, while the second-order confirmatory factor analysis used LISREL 9.10. The results revealed that the educators perceived information literacy (1.00), analytical thinking (0.96), self-control (0.93), knowledge application (0.90) and planning ability (0.85) as the most important for the student teachers’ CPS skills. Moreover, the results revealed that each teacher’s opinion on CPS skill indicators was at a ‘high agreement’ level. Therefore, it suggested that the results can be used by Thailand’s Ministry of Education and other ICT-related education agencies in developing CPS skill programmes for Thai student teachers.     Keywords: CPS, ICT, Information literacy, preservice teachers, Thailand

scholarly journals Information Literacy and Instruction: Making a Place for Makerspaces in Information Literacy

2019 ◽  
Vol 58 (2) ◽  
pp. 82 ◽  
Author(s):  
Leah Mann
Keyword(s):  
Problem Solving ◽  
Knowledge Transfer ◽  
Information Literacy ◽  
Real World ◽  
School Libraries ◽  
Maker Movement ◽  
Ways Of Thinking ◽  
The Relationship ◽  
The Maker Movement

In recent years, many libraries have experimented with the idea of creating makerspaces in their facilities. Library makerspaces provide patrons with opportunities to experiment not only with different technologies, but with different ways of thinking. In this column, Leah Mann explores the relationship between making and information literacy and describes how librarians can use makerspaces to create unique pedagogical opportunities to develop practical real-world skills, build problem-solving abilities, and enhance knowledge transfer. She explains how the maker movement can affect not only school libraries, but other types of libraries as well.—Editor

scholarly journals Revealing Thinking: Teachers Working Together on Information Literacy

2021 ◽  
pp. 133-144
Author(s):  
Penny Moore
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Information Literacy ◽  
Teaching Staff ◽  
Information Problem Solving ◽  
Working Together ◽  
Information Problem ◽  
Primary Focus ◽  
Problem Solvers ◽  
Research Initiatives

Collaboration between library and teaching staff on single projects often goes well, but does not always lead to sustained collaboration or independent teaching in support of information literacy. Where teachers' understanding of information problem solving processes is under-- developed and library media support is not available, multiple approaches to professional development are essential if teachers and children are to be empowered as information problem solvers. This paper presents and discusses two research initiatives in elementary schools in terms of factors influencing the path of professional development and sustained attention to information literacy. One has information problem solving as the primary focus whereas the second centres on teachers as learners and information problem solvers in their own right.

scholarly journals Information literacy, diversity and the role of reflection in creating knowledge

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Thomas Vibjerg Hansen
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Information Literacy ◽  
Educational Environment ◽  
Pedagogical Tools ◽  
Theoretical Concepts ◽  
Creative Processes ◽  
Diversity In Higher Education ◽  
Literacy Standards

Diversity in higher education calls for process oriented information literacy (IL) practitioners rather than source oriented practitioners. They must be generalists because e.g. students with different backgrounds to a higher degree bring multi- and interdisciplinarity into the situation of creating knowledge and problem solving. It is a situation where counselling is about how to prioritise and combine the multidisciplinarity rather than knowing a subject in depth. The purposes of this workshop are: To facilitate answers to the challenges IL practitioners meet in their work in an educational environment characterized by diversity To go through a process from pedagogical reflection to practical ideas about teaching or counselling. The participants will be challenged on their pedagogical awareness, competencies and creativity and on their understanding of information literacy. The participants will not be given the answers, but in order to live up to the concept of a workshop, we must all work and participate in the exploration for answers. The workshop will be a mix of understandings of IL, investigations of diversity and creating knowledge, pedagogical tools, examples of teaching materials, theoretical concepts and creative processes. We will deal with the following questions: How does IL fit into the process of creating knowledge? How should we look at information literacy? As a defined set of skills, qualifications and competencies or as a readiness to handle certain intellectual or academic situations? Does diversity mean the end of information literacy standards?

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