Information Literacy Requirements for Open Science

2017 ◽  
pp. 229-248 ◽  
Author(s):  
C. Basili
Keyword(s):  
Information Literacy ◽  
Open Science

scholarly journals Open Science and information literacy

2021 ◽  
Vol 17 (1) ◽  
pp. 4-8
Author(s):  
Maria Luz Antunes ◽  
Carlos Lopes ◽  
Tatiana Sanches
Keyword(s):  
Information Literacy ◽  
Scientific Knowledge ◽  
Applied Research ◽  
Open Science ◽  
Research Center ◽  
Academic Impact ◽  
Training Support ◽  
The Social ◽  
Fair Principles ◽  
The Creation

The APPsyCI, a Portuguese research center, decided to incorporate, in all its areas of activity, a research line within Open Science articulated with information literacy (IL). The Open Science assumptions were implemented through several actions: repository management, teacher and researcher training, support for choosing the journals where to publish, dissemination, and promotion of scientific knowledge within FAIR principles. The social and academic impact of the research line provides some light on the national landscape for research innovation and broadens horizons and sheds when combining IL with Open Science. Thus, the creation of this research line within the research center shows that the association of Open Science with IL can be considered as the path and object of applied research.

scholarly journals "Into the great wide open"

2020 ◽  
Author(s):  
Mervi Miettinen
Keyword(s):  
Information Literacy ◽  
Academic Career ◽  
Open Science ◽  
Teaching Staff ◽  
Literacy Curriculum ◽  
University Library ◽  
Master's Thesis ◽  
Cumulative Learning ◽  
Teaching Team ◽  
Science And Research

Open science and research is no longer relevant just for people pursuing an academic career. Instead, it is something that all students entering the university should be increasingly familiar with as they proceed with their studies. Tampere University Library has actively integrated open science into its information literacy teaching, beginning from the first-year orientation studies and continuing throughthe Bachelor’s and Master’s thesis seminars. Following the guidelines provided by the idea of cumulative learning (Maton 2009), the IL teaching at Tampere University Library aims at connecting new knowledge with existing knowledge, effectively building on the students’ previous IL studies throughout their degree. In addition, the ACRL Framework for Information Literacy (2015) acts as a roadmap for developing IL teaching at Tampere University Library: the Library’s entire teaching team has gathered in workshops and together produced a view of the frames that best suits the University’s students. The frames are awork-in-progress, and the teaching team will continue to work on better adapting the frames. One of the results is the way in which the frames and the threshold concepts within determine the depth inwhich issues such as open science and research are taught at different levels (cf. Sipilä, Miettinen &Tevaniemi, 2019). In order to ensure student engagement, concepts like open science are presented at each level in a way that is relevant to the students’ current studies, beginning with the concept itself and later advancing towards viewing the students as both users and creators of open science. This presentation will highlight some of the current ways in which open science and research is integrated into the information literacy curriculum at Tampere University Library, and how the ACRL framework can act as a way for library teaching staff to comprehend and develop IL teaching in highereducation.

scholarly journals QQML 2018 konferenssi Haniassa, Kreikassa - kymmenen vuotta laadullista ja määrällistä informaatioalan tutkimusta

2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Ari Haasio ◽  
Arja Juntunen ◽  
Markku Laitinen ◽  
Jarmo Saarti ◽  
Antti Seppänen ◽  
...  
Keyword(s):  
Information Literacy ◽  
Quantitative Measurement ◽  
Open Science ◽  
Cultural Center ◽  
International Conference ◽  
Qualitative And Quantitative ◽  
Conference Presentations ◽  
Science Information

The tenth QQML (Qualitative and Quantitative Measuring in Libraries) international conference on qualitative and quantitative measurement of libraries, was held in Chania, Greece, on 22-25 May 2018. More than two hundred conference guests from over fifty countries met at the meeting place in Chania's cultural center. The article deals with themes of the conference presentations, among others: open science, information literacy and the evaluation of library activities.

Visibilidad de los servicios de alfabetización informacional de las bibliotecas universitarias españolas según sus webs: diseño y validación de un programa de autoevaluación

2021 ◽  
Author(s):  
María Pinto ◽  
Francisco-Javier García-Marco ◽  
Alejandro Uribe-Tirado ◽  
Pilar Martínez-Osorio
Keyword(s):  
Mobile Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Pilot Project ◽  
Open Science ◽  
Fake News ◽  
Evaluation Tool ◽  
Data Literacy ◽  
Self Evaluation ◽  
Alfabetización Informacional

A new evaluation and self-evaluation tool designed to measure the degree of visibility of the information literacy (infolit) services of Spanish academic libraries according to their websites is presented, together with the results of its application between October 2019 and February 2020. Building on the state of the art established by international organizations and the most prominent scholars in the field, the Metrics for Library Information Literacy (MeLIL) questionnaire also incorporates emerging problems in contemporary information literacy such as mobile learning, fake news, data literacy, transparency, and open science, among others. MeLIL is made up of six criteria and 38 indicators. After a pilot project with eight libraries to validate the questionnaire, the content of the websites on information literacy programs of the 78 Spanish academic libraries was analyzed. The results confirm the validity and transferability of the instrument to measure the level of development of infolit in Spanish academic libraries according to their websites. Furthermore, the progress made in the training and infolit services offered by Spanish academic libraries is systematically described. Resumen Se presenta un nuevo instrumento de evaluación-autoevaluación diseñado para medir el grado de visibilidad de los servicios de alfabetización informacional (alfin) de las bibliotecas universitarias españolas según sus webs, y los resultados de su aplicación entre octubre de 2019 y febrero de 2020. Partiendo del estado de la cuestión establecido por las organizaciones internacionales y los autores más destacados, Metrics for Library Information Literacy (MeLIL) incorpora la problemática más actual en alfin: mobile learning, fake news, data literacy y open science, entre otras. MeLIL está conformado por seis criterios y 38 indicadores. Tras un proyecto piloto con 8 bibliotecas para validar el cuestionario, se analizó el contenido de las webs de los programas de alfabetización informacional de 78 bibliotecas universitarias españolas. Los resultados evidencian la validez y transferibilidad del instrumento para medir el nivel de evolución de alfin en las bibliotecas universitarias españolas según sus webs. Además, se reflejan de forma sistemática los avances logrados en la formación y servicios alfin ofrecidos.

scholarly journals The Enlightenment of Peer Review

2020 ◽  
Vol 3 (1) ◽  
pp. 9-38
Author(s):  
Sandra Moore
Keyword(s):  
Peer Review ◽  
Information Literacy ◽  
Scholarly Communication ◽  
Rapid Change ◽  
Open Science ◽  
Academic Librarians ◽  
Core Elements ◽  
Traditional Structures ◽  
Many Core ◽  
Information Landscape

In today’s world of digital scholarly publishing, it is increasingly clear that movements such as open access (OA), Open Science, and open peer review (OPR) are increasingly impactful and gaining momentum. The shift towards openness in the academy reveals a transformation of traditional structures that compose scholarly communication as well as changing attitudes about the nature of authority and access within these systems. These new directions in the scholarly information landscape have created a need for academic librarians to realign roles and respond in ways that build resiliency in an era of rapid change. Recognizing that many core elements of scholarly communication are powerful tools for teaching students about information literacy can lead to transformative instructional strategies. This paper explores how academic librarians can leverage the innovative traits of OPR to advance information literacy through experiential student learning opportunities grounded in the ACRL (2016) Framework for Information Literacy for Higher Education.

Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

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