Information literacy amongst UK SMEs: an information policy gap

2007 ◽  
Vol 59 (1) ◽  
pp. 68-79 ◽  
Author(s):  
Martin De Saulles
Keyword(s):  
Information Literacy ◽  
Information Policy

scholarly journals Accelerated Reader and Information Policy, Information Literacy, and Knowledge Management: U.S. and International Implications

2021 ◽  
Author(s):  
Nancy Everhart ◽  
Eliza T. Dresang ◽  
Bowie Kotrla
Keyword(s):  
Knowledge Management ◽  
No Child Left Behind ◽  
Information Literacy ◽  
Program Implementation ◽  
Accelerated Reader ◽  
Strong Relationship ◽  
Management Program ◽  
Information Policy ◽  
Policy Information ◽  
Motivational Style

Qualitative and quantitative analyses of the relationship between the Accelerated Reader (AR), a computerized reading management program, and information policy, information literacy, and knowledge management are drawn from data collected in the U.S., Scotland, and England. A study of 632 of the poorest U.S. schools shows a strong relationship between national information policy regarding achievement in the No Child Left Behind Act of 2001 and local decisions to use AR, expectations for literacy, and library collection development. Investigation in the U.K. schools finds that (a) motivational style interacts with gender in relation to the competitive and social aspects of the AR program, (b) the level of program implementation does not correlate with breadth of reading, and (c) management aspects of the program are not utilized effectively. Results suggest that how the AR program relates to information policy, information literacy, and knowledge management has importance for school librarians and libraries

scholarly journals Information literacy on the political agenda: An analysis of Estonian national strategic documents

2020 ◽  
Vol 13 (2) ◽  
pp. 183-201
Author(s):  
Kertti Merimaa ◽  
Krista Lepik
Keyword(s):  
Critical Discourse Analysis ◽  
Information Literacy ◽  
Text Analysis ◽  
Information Society ◽  
Information Policy ◽  
Critical Discourse ◽  
Political Agenda ◽  
Technological Determinism ◽  
Explicit Representations

There is a controversy: while information literacy (IL) has been recognized to have a central role in operating efficiently in the information society, previous studies have noted that in the European political agenda, the actual wording of IL is rarely used. This study pays a close visit to 15 Estonian information policy–related national strategic documents from 1998 to 2014 to understand the emerging role of IL in these documents. Qualitative text analysis and critical discourse analysis are employed to analyse both explicit representations and implicit conceptualizations of IL, linked to social determinants, ideologies, and effects from the dominating discourse. Considering the differ-ent “faces” of IL (Bruce, 1997), one can see that while the dominant approach to IL is technologically oriented, few other concepts of IL can be detected. Discursively, the information society is defined through economic and technological fields, on the wave of technological determinism and neoliberal-ism, with some social equality.

Towards an Operational Capacity of MIL Cities

2021 ◽  
pp. 234-243
Author(s):  
I. Andriopoulou
Keyword(s):  
Digital Media ◽  
Information Literacy ◽  
Information Policy ◽  
Free Expression ◽  
Growing Up ◽  
Active Monitoring ◽  
Policy Paradigm ◽  
Media Pluralism ◽  
Set Up ◽  
Operational Capacity

Growing up in the intermediated society means that every citizen now­ adays is a unique commentator, creator and communicator of informa­ tion and knowledge, hence the issue of empowerment falls upon struc­ tured mechanisms that primarily shall be regulated by the State. The most optimum tool towards enabling, resilient and mediated societies is an upscaled Media and Information Literacy (MIL) ecosystem that will promote free expression and media pluralism, acting as a poten­ tial barometer towards knowledge­based, all­inclusive MIL societies. The core challenge for a media and information policy paradigm lies in the establishment of active monitoring mechanisms in the form of MIL indicators. The increasing mobility on MIL policy initiatives globally is not (always) seconded by relevant indicators and assessment mecha­ nisms, key constituents for a pluralistic media dynamic for all. It is im­ perative, thus, to set up a digital media policy infrastructure that may be measured with certain indicators on media and information literacy. Based on the presentation in UNESCO Global MIL Feature Conference (24–25 October 2018, Kaunas, Lithuania), this paper endeavors to pro­ pose a media and information literacy infrastructure from a policy per­ spective, towards modern­day UNESCO MIL societies.

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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