Study on Information Literacy Education of American State University and Its Enlightenment on the Related Education Development of Chinese Local Colleges

2012 ◽  
pp. 673-677
Author(s):  
Wu Peng ◽  
Yin Ke
Keyword(s):  
Information Literacy ◽  
Literacy Education ◽  
State University ◽  
Education Development ◽  
American State

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

scholarly journals About building virtual worlds. Experience in teaching an interfacultural course at Lomonosov Moscow State University

2021 ◽  
Vol 11 (3) ◽  
pp. 77-87
Author(s):  
A. P. Segal ◽  
A. V. Savchenko ◽  
A. A. Kostikova
Keyword(s):  
Science Fiction ◽  
Virtual Worlds ◽  
Data Transfer ◽  
Virtual Space ◽  
State University ◽  
Education Development ◽  
Additional Tool ◽  
Cyber Space ◽  
New Research ◽  
Moscow State University

Subject of the article is actual as never given the speed and volatility of data transfer and it’s processing. Authors have attended the topic of “digital transformation” multiple times, researching both negative and positive outcomes of this process. To define some of the potentially negative - alienation from other elements of life due to division of labor, personal and professional diviations. Some of the standing out positives - RnD and creative potential provided by virtual space, ability to effectively model technical and social processes, gamification as an additional tool of education development. This article is focused around the methodology of the elective education course “Constructing virtual worlds: game, science fiction and futurology” that was held in 2020/2021. Authors provide detailed description of how this course has been formed and method of its delivery to the audience. Being done as the dialogue between speakers and students, through the means of constant discussion, the course allowed not just to constantly receive and apply feedback to real-time, but also to form a thought process, reasonable for subjects in discussion. The course has provoked a lot of interest both in academic and industrial circles and has been discussed at multiple professional media platforms. Major results are ability to develop disciplines for new masters programs and programs of additional specialization. Authors are also confident that the course can be the beginning of new research and practical transdisciplinary fields aimed to explore vision and ideas of virtual space, cyber space and metaverse.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

scholarly journals Transforming Confirmation Bias to Generate Critical Consciousness in News/Information Literacy and Social Science Courses

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
James H. Wittebols
Keyword(s):  
Information Literacy ◽  
Flipped Classroom ◽  
Critical Consciousness ◽  
Confirmation Bias ◽  
Social World ◽  
Literacy Education ◽  
The Self ◽  
Critical Education ◽  
Science Courses ◽  
The World

This paper synthesizes theory and research on confirmation bias (CB), curiosity, and news/information literacy education with the goal of understanding how helping students critique their tendency to engage in CB spurs curiosity and critical consciousness about learning. Curiosity about the self is spurred when people realize their CB tendencies. Curiosity about the larger social world is spurred when students learn how CB affects the way they look at the world. A flipped classroom approach reflects the work of Paulo Freire, who argued critical education should be experiential with faculty playing a facilitating, rather than an “expert” role.

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