Socially responsible pedagogy: critical information literacy and art

2019 ◽  
Vol 47 (3) ◽  
pp. 280-293
Author(s):  
Nicole A. Beatty ◽  
Ernesto Hernandez
Keyword(s):  
Social Justice ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Visual Literacy ◽  
Theoretical Concept ◽  
Socially Responsible ◽  
Content Type ◽  
Critical Information ◽  
Literacy Course ◽  
Practical Implications

Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

Information Literacy in participatory environments

2016 ◽  
Vol 72 (2) ◽  
pp. 247-264 ◽  
Author(s):  
Sonja Spiranec ◽  
Mihaela Banek Zorica ◽  
Denis Kos
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Descriptive Analysis ◽  
Relevant Literature ◽  
Content Type ◽  
Critical Information ◽  
Participatory Technologies ◽  
Epistemological Shifts ◽  
Information Bank ◽  
Practical Implications

Purpose – The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research. Design/methodology/approach – This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments. Findings – There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts. Practical implications – Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL. Social implications – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy. Originality/value – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.

Information behaviour of humanities PhDs on an information literacy course

2014 ◽  
Vol 42 (1) ◽  
pp. 90-107 ◽  
Author(s):  
Ronan Madden
Keyword(s):  
Information Literacy ◽  
Information Search ◽  
Information Seeking ◽  
First Year ◽  
Content Type ◽  
Face To Face ◽  
Information Behaviour ◽  
Literacy Course ◽  
Practical Implications

Purpose – The aim of this paper is to examine whether an information literacy course/module is an appropriate intervention during the initial months of a humanities PhD, and if there is more that can be learned from the course participants that might provide a better understanding of their information behaviour. Design/methodology/approach – A questionnaire was distributed to new humanities PhD students prior to their attending the course. A second questionnaire was distributed to those who had completed the course in full. Interviews were conducted with six participants to gain a richer understanding of how their information-seeking needs had evolved. Findings – Despite the relatively generic nature of the module, and the diversity of humanities research, the course had clear benefits for the participants. In their first year, scoping their topic and finding quality information can pose a challenge. The participants reported that the most appropriate time to attend the course is during the initial months. Some preferred to attend (or repeat) particular units later as workshops. The most valued elements were those that helped them bridge initial gaps. Face-to-face delivery is preferred. There is some potential for further one-to-one contact with librarians and additional follow-up workshops. Practical implications – This study can inform how librarians can better support PhD researchers in the humanities. Originality/value – The study is based around an established and accredited humanities PhD course that has already been adapted in various ways in terms of content and timing of delivery. Drawing on Kuhlthau's “Information Search Process”, the study seeks a deeper understanding of a specific humanities group during the initial months of their PhD research.

scholarly journals Media literacy and newspapers of record

2018 ◽  
Vol 46 (2) ◽  
pp. 205-216
Author(s):  
Scottie Kapel ◽  
Krista D. Schmidt
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
News Media ◽  
Design Methodology ◽  
Visual Literacy ◽  
The United States ◽  
Database Access ◽  
Content Type ◽  
News Sources ◽  
Practical Implications

Purpose The purpose of this paper is to describe the challenges associated with identifying newspapers of record for local, regional and national newspapers, specifically as those challenges pertain to students’ news media literacy. Visual literacy and information literacy intersections are explored. Design/methodology/approach Newspapers of record for province/territory and state areas of Canada and the United States of America were identified for student project purposes. Criteria for newspaper of record qualification were investigated, refined, and applied to all newspapers reviewed. Findings Distinguishing newspapers of record based on traditional criteria is inadequate in an online environment. Criteria must be more flexible and address both the visual as well as the content aspects of newspapers. Neither database access nor native website access alone is sufficient for identifying these newspapers. Straightforward and definitive identification of these newspapers will no longer be possible. Practical implications Librarians will be faced with focusing on content or visual literacy, addressing both in a meaningful way during a single instruction session will be difficult. More strategic instruction within and across disciplines is necessary to produce news media-literate and savvy students. Originality/value News media literacy for students in all disciplines is an urgent need and must incorporate both visual and content literacies. In a time of proliferation of news sources, understanding the challenges associated with identifying newspapers of record for both librarians and students is a necessary step in this area of information literacy.

Marketing and delivering information literacy on the web, yesterday and today, from 2009 to 2012

2014 ◽  
Vol 31 (4) ◽  
pp. 10-13 ◽  
Author(s):  
Sharon Q. Yang
Keyword(s):  
Information Literacy ◽  
Web Sites ◽  
Academic Libraries ◽  
Design Methodology ◽  
Status Quo ◽  
Content Type ◽  
The Status ◽  
Practical Implications ◽  
The Web ◽  
Made In

Purpose – This study aims to ascertain the trends and changes of how academic libraries market and deliver information literacy (IL) on the web. Design/methodology/approach – The author compares the findings from two separate studies that scanned the Web sites for IL-related activities in 2009 and 2012, respectively. Findings – Academic libraries intensified their efforts to promote and deliver IL on the web between 2009 and 2012. There was a significant increase in IL-related activities on the web in the three-year period. Practical implications – The findings describe the status quo and changes in IL-related activities on the libraries’ Web sites. This information may help librarians to know what they have been doing and if there is space for improvement. Originality/value – This is the only study that spans three years in measuring the progress librarians made in marketing and delivering IL on the Web.

The prosocial leadership development process as a means to prepare the next generation of organizational leaders

2018 ◽  
Vol 26 (3) ◽  
pp. 225-237
Author(s):  
Timothy Ewest
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Design Methodology ◽  
Development Process ◽  
Leadership Behaviors ◽  
Pedagogical Practices ◽  
Organizational Leaders ◽  
Content Type ◽  
Social Challenges ◽  
Practical Implications

Purpose This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation. Design/methodology/approach The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process. Findings An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process. Research limitations/implications The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative. Practical implications The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors. Social implications This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges. Originality/value This paper connects characteristics of millennials to a prosocial leadership development model.

scholarly journals Celebrating advances in LGBT+ diversity in the accountancy profession

2018 ◽  
Vol 9 (5) ◽  
pp. 636-641 ◽  
Author(s):  
Jeffrey Unerman
Keyword(s):  
Social Justice ◽  
Design Methodology ◽  
Positive Impact ◽  
Social Implications ◽  
Critical Approach ◽  
Diversity Initiatives ◽  
Content Type ◽  
Diversity Issues ◽  
Practical Implications

Purpose This paper aims to provide a commentary on evidence presented and issues raised by Egan (2018) regarding LGBT+ diversity initiatives in the accountancy profession. Design/methodology/approach This paper is an invited commentary based on the author’s experiences of LGBT+ and other diversity initiatives in the profession. Findings There is cause for optimism in how far the profession has progressed in some countries on supporting LGBT+ (and other forms of) diversity. Practical implications As multinational accountancy firms can be agents for change in countries where there remains considerable discrimination and hostility to LGBT+ (and other) communities, constructive critique to help further improve the firms’ innovative actions on LGBT+ and other diversity issues could have a major positive impact on social justice. Egan (2018) is an example of such constructive critique. Social implications Where other academic studies take a disparagingly critical approach, they risk both squandering the opportunity to help achieve the progress they espouse and discouraging other firms embracing innovative diversity practices. Originality/value This study provides a counter perspective to some critical accounting arguments that appear to value idealism over progress.

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

How positive service experiences contribute to service captivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Constantino Stavros ◽  
Kate Westberg ◽  
Roslyn Russell ◽  
Marcus Banks
Keyword(s):  
Financial Services ◽  
Financial Vulnerability ◽  
Socially Responsible ◽  
Content Type ◽  
Welfare Policies ◽  
Regulatory Frameworks ◽  
Alternative Financial Services ◽  
Service Experiences ◽  
Service Relationship ◽  
Practical Implications

Purpose Service captivity is described as the experience of constrained choice whereby a consumer has no power and feels unable to exit a service relationship. This study aims to explore how positive service experiences can contribute to service captivity in the alternative financial services (AFS) sector for consumers experiencing financial vulnerability. Design/methodology/approach A total of 31 interviews were undertaken with Australian consumers of payday loans and/or consumer leases. Findings The authors reveal a typology of consumers based on their financial vulnerability and their experience with AFS providers. Then they present three themes relating to how the marketing practices of these providers create a positive service experience, and, in doing so, can contribute to service captivity for consumers experiencing financial vulnerability. Research limitations/implications The benefits derived from positive service experiences, including accessible solutions, self-esteem, and a sense of control over their financial situation, contribute to the service captivity of some consumers, rendering alternative avenues less attractive. Practical implications AFS providers must ensure a socially responsible approach to their marketing practices to minimize potentially harmful outcomes for consumers. However, a systems-level approach is needed to tackle the wider issue of financial precarity. Policymakers need to address the marketplace gaps, regulatory frameworks and social welfare policies that contribute to both vulnerability and captivity. Originality/value This research extends the understanding of service captivity by demonstrating how positive service experiences can perpetuate this situation. Further, specific solutions are proposed at each level of the service system to address service captivity in the AFS sector.

The impact of corporate social responsibility on financial distress: evidence from developing economy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Farooq ◽  
Amna Noor
Keyword(s):  
Corporate Social Responsibility ◽  
Financial Distress ◽  
Z Score ◽  
Socially Responsible ◽  
Content Type ◽  
Financial Firms ◽  
Responsible Behavior ◽  
Corporate Social ◽  
The Impact ◽  
Practical Implications

Purpose This study aims to explore the role of corporate social responsibility (CSR) on the likelihood of financial distress for a sample of 139 Pakistan Stock Exchange (PSX) listed firms throughout 2008–2019. Design/methodology/approach The dynamic generalized method of moments (GMM) estimator is used to examine the impact of CSR on financial distress. The investment in CSR is measured through a multidimensional financial approach which comprises the sum of the contribution made by the company in the form of charitable donation, employees’ welfare and research and development, while the Altman Z-score is used as an indicator of financial distress. The higher the Z-score, the lower will be the probability of financial distress. Findings The authors find a significant positive impact of CSR on financial distress in GMM model. This finding is consistent with the shareholder view and over-investment hypothesis of CSR as management makes an investment in CSR to get personal benefits, which resultantly leads the firm toward financial distress state. Further, this positive relationship remains present for firms having strong involvement in foreign business through exports. Research limitations/implications Like other studies, the present study is not free from limitations. First, financial firms are skipped from the sample, although literature witnesses a lot of studies highlight the financial firms’ commitment to achieving CSR goals. Second, financial distress occurs in different stages, and this study fails to establish a linkage between CSR engagement at different stages of financial distress. In the future, researchers can make valuable addition by covering these missing links in present studies. Practical implications Findings suggest several practical implications. For policymakers, they should encourage firms to adopt more socially responsible behavior as it not only prevents them from distress but also comes with better investment behavior, minimize bankruptcies and make economies more strong and stable. Second, results suggest corporate managers emphasize socially responsible behavior as its benefits are beyond the “societal benefits” as it lessens financial distress through lower cost of debt, lesser financial constraints and reduced cost of information asymmetry, and it minimizes the cost of capital. Lastly, investors make risk premium assessments related to future earnings by determining the likelihood of financial distress in the future. Originality/value The study extends the body of existing literature on CSR and the likelihood of financial distress in Pakistan, which is according to the best knowledge of the authors, not yet studied before. The results suggest that policymakers may pay special attention to the quality of CSR while predicting corporate financial distress.

Do women on corporate boardrooms influence remuneration patterns and socially responsible practices? Malaysian evidence

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sitara Karim
Keyword(s):  
Generalized Method Of Moments ◽  
Gender Diversity ◽  
Executive Directors ◽  
Women Directors ◽  
Socially Responsible ◽  
Content Type ◽  
Upper Echelons Theory ◽  
Board Gender Diversity ◽  
The Relationship ◽  
Practical Implications

PurposeThe prime objective of this study is to investigate the moderating influence of executive and independent female directors on the relationship between remuneration packages (CEO and executive director) and socially responsible practices (marketplace, environment, community, workplace and money spent on CSR) of 483 Malaysian listed firms during 2006–2017.Design/methodology/approachThe dynamic estimator, namely, system generalized method of moments (GMM) given by Blundell and Bond (1998) has been employed on the dataset to control dynamic endogeneity, unobserved heterogeneity and simultaneity problems.FindingsFindings indicate that there is a significant relationship between remuneration patterns of CEOs and executive directors and socially responsible activities. In the same way, executive board gender diversity significantly, whereas independent board gender diversity insignificantly moderates the remuneration and CSR nexus.Practical implicationsThis study is particularly significant for regulatory bodies of Malaysia, e.g. Securities Commission Malaysia, Bursa Malaysia, policy makers, investors and managers. For academia, this study fetches support from agency theory, stakeholder theory and upper echelons theory and presents integrated theoretical approach to be considered for future research.Originality/valueThis paper is unique in providing empirical evidence on the moderating effect of both executive and independent women directors on the relationship between remuneration patterns of CEOs and executive directors and independent CSR activities for the first time. Moreover, this study has sourced several theoretical and practical implications. And, the study employs dynamic estimator for precise and concrete results.

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