The Use of Participatory Techniques in the Communication of Information for Communities: Information Literacy and Collaborative Work for Citizenship Development

2014 ◽  
pp. 241-265 ◽  
Author(s):  
Rosemeire Barbosa Tavares ◽  
Sely Maria de Souza Costa ◽  
Mark Hepworth
Keyword(s):  
Information Literacy ◽  
Collaborative Work ◽  
Participatory Techniques ◽  
Citizenship Development

scholarly journals Bridging the Knowledge Gap between Secondary and Higher Education

2003 ◽  
Vol 64 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Zorana Ercegovac
Keyword(s):  
Higher Education ◽  
High School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Collaborative Work ◽  
School Level ◽  
High School Level ◽  
Educational Levels ◽  
Physics Teacher ◽  
Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

scholarly journals Teaching Metaliteracy in the Religious Studies Classroom

2020 ◽  
Vol 1 (2) ◽  
pp. 21-30
Author(s):  
Marianne Delaporte Kabir ◽  
Sanjyot Walawalkar
Keyword(s):  
United States ◽  
Information Literacy ◽  
Collaborative Work ◽  
The United States ◽  
Religious Studies ◽  
Search Strategies ◽  
The Internet ◽  
Lifelong Learners ◽  
Discrete Search ◽  
Team Based Learning

This paper reflects upon the collaborative work between a professor and a librarian, who constructed a course on religious communes in the United States implementing the seven elements of metaliteracy as put forth by Jacobson and Mackey (2013). The shifting terrain of information literacy is hard enough for librarians to traverse, but it can feel insurmountable for professors in the classroom. Working side by side with a librarian can be one of the most fruitful ways for professors to advance in this field. The seed for this project came from a collective intent to create lifelong learners with strong habits of inquiry rather than merely teaching students discrete search strategies and skills. By using technology and team based learning, we opened up students to a critical yet empathetic understanding of religion and to help them develop as informed users and creators on the internet.  

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109 ◽  
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

scholarly journals Information skills and library knowledge for higher education teachers

2020 ◽  
Author(s):  
Tatiana Sanches
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information Literacy ◽  
Collaborative Work ◽  
Content Structure ◽  
Learning And Teaching ◽  
New Knowledge ◽  
Literacy Training ◽  
Information Skills ◽  
Fertile Area

The explosion of information, not only in print, but in a digital context has become a fertile area for exploring, transmitting, and disseminating information, enabling learning and teaching, transforming and creating new knowledge. Higher education teachers need to be aware of how to train and guide their students in multiple ways to knowledge, including the ability to deal with information in print and digital contexts, so information literacy training should be a priority. This paper aims to list the skills to be developed by these teachers, preferably integrated into their professional development. Starting from the framework of tried-and-tested models, a flexible and comprehensive content structure is proposed, considering the need for their transfer to students. The importance of collaborative work with higher education libraries is stressed.

scholarly journals Repurposing Zotero for sustainable assessment and scalable modified embedding

2015 ◽  
Vol 43 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Rebecca Zuege Kuglitsch
Keyword(s):  
Information Literacy ◽  
Online Courses ◽  
Collaborative Work ◽  
Literacy Skills ◽  
Student Work ◽  
Content Type ◽  
Information Literacy Skills ◽  
Student Information ◽  
A New Technique ◽  
Practical Implications

Purpose – This paper aims to describe a new application of Zotero, a citation management system, for embedded librarianship and assessment. It explores student reception of this approach and maps Zotero’s capacities to represent citations to learning outcomes and information literacy frames that instruction librarians assess. Design/methodology/approach – The librarian worked with a course using Zotero group libraries for collaborative work, used Zotero to communicate with students and assess their information literacy skills and surveyed the students to determine their perception of librarian participation via Zotero. Findings – Using Zotero’s features made it possible to formatively and summatively assess student work quickly, and students were receptive to librarian participation via Zotero. Practical implications – This suggests that librarians facing difficulty embedding in online courses or those seeking to assess student work may wish to explore Zotero as a sustainable solution to both challenges. Originality/value – This paper posits a solution to common challenges for online embedded librarianship and suggests a new technique for assessing student information literacy in a context that supports information literacy.

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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