scholarly journals Lessons from Forty Years as a Literacy Educator: An Information Literacy Narrative

2017 ◽  
Vol 11 (1) ◽  
pp. 54 ◽  
Author(s):  
James Elmborg
Keyword(s):  
Instructional Practices ◽  
Information Literacy ◽  
Writing Pedagogy ◽  
Literacy Practice ◽  
Current Management ◽  
Management Philosophy ◽  
Academic Subject ◽  
The Future ◽  
Literacy Narrative ◽  
Teaching Information

This article summarises the author’s evolution as a writing instructor toward a career as a librarian teaching information literacy and finally as a scholar and researcher studying information literacy as an academic subject.  Changes in writing pedagogy are explored as they relate to changes in the author’s instructional practices and how they underlie an understanding of information literacy as a form of literacy practice closely related to writing.  Questions about the future of information literacy under current management philosophy are presented.

scholarly journals Teaching information literacy- for the benefit of the future profession and lifelong learning?

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Madeleine Du Toit ◽  
Helena Rydberg ◽  
Lotti Dorthé
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Round Table ◽  
Professional Life ◽  
Round Table Discussion ◽  
Dental Hygienists ◽  
Dental Practitioners ◽  
The Future ◽  
Search For Information ◽  
Teaching Information

What opportunities do dental hygienists have to search for information in his or her daily professional life? Do dental technicians continue to update their skills after graduation? Do private dental practitioners have access to databases? Are graduating students experiencing that training in information literacy is relevant in their professional life?These questions gave birth to the idea to study if and in what ways dental hygienists, dental technicians and dentists are searching for information in their professional life, and which information resources they have access to. Through a study of this kind we were hoping to evaluate our work with teaching information literacy. We sent a survey to 164 students that had graduated from the Faculty of Odontology during the years 2005-2009, and got 97 responses. From the responses we have seen that the most frequently used resources were Google, books, colleagues and journals. A far larger percentage of those who work within the public sector and universities have access to a library than those within the private sector. We have observed differences between the three professional groups in terms of search patterns and choice of sources. 79 % of the respondents answered that they benefit from what they learned through the library's instruction and guidance in their work. Thus, the lack of time often determines how often, and where, the information searching is done. Many expressed that they have forgotten what they learned during their studies and comment that refreshing these skills would be beneficial. The results made us think about how we could adjust our teaching in order to prepare the students for their professional life, without cutting down on the regular teaching which the students need in order to manage their studies. How do we highlight the future usefulness of information literacy? The students who graduate from Malmo University will be a part of the surrounding society with which the library should interact. Do we inform students of the services the library can offer them as professionals? Disposition Round table discussion A 10 minute presentation of our study, then a 25 minute discussion in smaller groups based on the questions below and finally 5 minutes to summarize. Learning for school or learning for life? What is important to you - the education or the future professional life or both? In what way can we better prepare students for professional life? What services have we to offer professionals today? Should we offer them other services in addition to the ones we currently offer? Should we evaluate the education based on the perspective of "lifelong learning"? Is it relevant?    

scholarly journals Where Does the World Historian Write From? Objectivity, Moral Conscience and the Past and Present of Imperialism

2011 ◽  
Vol 46 (3) ◽  
pp. 671-685 ◽  
Author(s):  
Richard Drayton
Keyword(s):  
Iraq War ◽  
Imperial History ◽  
The Public ◽  
The Past ◽  
Academic Subject ◽  
The World ◽  
The Future ◽  
Ethical Responsibilities

The contemporary historian, as she or he speaks to the public about the origins and meanings of the present, has important ethical responsibilities. ‘Imperial’ historians, in particular, shape how politicians and the public imagine the future of the world. This article examines how British imperial history, as it emerged as an academic subject since about 1900, often lent ideological support to imperialism, while more generally it suppressed or avoided the role of violence and terror in the making and keeping of the Empire. It suggests that after 2001, and during the Iraq War, in particular, a new Whig historiography sought to retail a flattering narrative of the British Empire’s past, and concludes with a call for a post-patriotic imperial history which is sceptical of power and speaks for those on the underside of global processes.

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

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