scholarly journals Changing anatomies of Information Literacy at the postgraduate level: refinements of models and shifts in assessment

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Sonja Spiranec ◽  
Mihaela Banek Zorica
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
A Priori ◽  
Scientific Information ◽  
Postgraduate Education ◽  
Scientific Work ◽  
Postgraduate Students ◽  
Current Information ◽  
Postgraduate Level ◽  
The Web

In this paper, the authors will identify the fundamental principles that might inform an approach to Information Literacy (IL) on the postgraduate level, which takes into account following premises: the aims of postgraduate/doctoral studies are different in comparison to earlier educational levels and face specific challenges due to the heterogeneity of student populations IL frameworks have to acknowledge and address this challenge by adjusting to specific needs of postgraduate students who operate in new information realms new modes of assessment are needed as a result of revolutionary changes in information landscapes and patterns of generation or use of scientific information Teaching students in the scientific method and culture has long been recognized as the major focus of postgraduate education. Postgraduate students are expected to develop inventories of scientific activities and abilities, such as the use of scientific inquiry processes to ask valid questions and to gather and analyze information, capacities to appraise and improve original ideas, to pursue ideas from genesis to proof and arguments, to defend and communicate ideas to peers and to the wider society. The basic precondition for the described practices is the adequate performance in the realm of information handling and information management, i.e., information literacy. IL on postgraduate levels has a strong focus on the universe of scientific information, which itself went through tremendous changes in the last decade, particularily as a result of the appearance of the Web 2.0 (e.g. Science 2.0, Research 2.0). Innovative configurations of scientific discourses have become visible, resulting in the breakdown of traditional assumptions about scientific expertise and the conversion of rigid scientific processes to more open-ended processes of communication. Scientific information and knowledge are socially produced and distributed and scientific activities can no longer be conceived of as a schematic, linear or rules-driven process. Such profound changes suggest renewed conceptions and focal points of IL at the postgraduate level which will take into account the fluid nature of current information environments. New IL frameworks should acknowledge that it is not always possible to a priori determine the best information and resources to use or apply one valid strategy for solving a particular problem. IL programs should therefore move ahead by abandoning the limited present approach according to which there is only one right answer or path to this answer and instead offer insight into the variety of complex layers our current information universe consists of. Assessment models in IL should mirror this renewed IL conceptions as well, which basically implies the negation of the rubrics and checklist approach commonly associated with IL assessment models. After discussing changes in information landscapes brought about the Web 2.0 and examining transformed premises of scientific work within such environments, the authors will plea for reconceptualizations of IL on the postgraduate level and propose new modes of assessment that will recognize this transformation.

scholarly journals Changing anatomies of Information Literacy at the postgraduate level: refinements of models and shifts in assessment

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Sonja Spiranec ◽  
Mihaela Banek Zorica
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Scientific Information ◽  
Postgraduate Education ◽  
Scientific Work ◽  
Postgraduate Students ◽  
New Information ◽  
Postgraduate Level ◽  
And Shifts ◽  
The Web

In this paper fundamental principles that might inform an approach to Information Literacy (IL) on the postgraduate level will be identified. Those are based on following premises:the aims of postgraduate/doctoral studies are different in comparison to earlier educational levels and face specific challenges due to the heterogeneity of student populationsIL frameworks have  to acknowledge and address this challenge by  adjusting to specific needs of postgraduate students who operate in new information realmsnew modes of assessment are needed as a result of revolutionary changes in information landscapes and patterns of generation and use of scientific informationTeaching students in the scientific method and culture has long been recognized as the major focus of postgraduate education, an important precondition for research practices is the adequate performance in the realm of information handling and information management, i.e., information literacy. IL on postgraduate levels has a strong focus on the universe of scientific information, which itself went through tremendous changes in the last decade, particularly as a result of the appearance of the Web 2.0 (e.g. Science 2.0, Research 2.0). Such profound changes suggest renewed conceptions and focal points of IL at the postgraduate level which will take into account the fluid nature of current information environments. After discussing changes in information landscapes brought about the Web 2.0 and examining transformed premises of scientific work within such environments, the authors will plea for re-conceptualizations of IL on the postgraduate level and propose new principles of IL frameworks and modes of assessment that will recognize this transformation.

scholarly journals Wikis in School Libraries

2021 ◽  
Author(s):  
Dana Dukic
Keyword(s):  
Elementary School ◽  
Web 2.0 ◽  
Information Literacy ◽  
School Library ◽  
School Libraries ◽  
Web Pages ◽  
School Librarians ◽  
Collaborative Project ◽  
Story Writing ◽  
The Web

The Web 2.0 thinking and accompanying technologies opened a new direction of development for libraries. Among different Web 2.0 applications wikis are particularly attractive for school librarians. Wikis are read-write web pages that are easy to use, accommodate other Web 2.0 features and are widely applicable for a number of purposes. A Wiki space named LibraryZone is a good example of using wiki in elementary school library. LibraryZone is used for information literacy instructions, conducting a collaborative project, for story writing and as a discussion space. 

Reconceptualising Information Literacy for the Web 2.0 Environment?

2010 ◽  
pp. 137-155
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2011 ◽  
pp. 2115-2133
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

Reconceptualising Information Literacy for the Web 2.0 Environment?

2010 ◽  
pp. 316-334 ◽  
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Information Storage ◽  
Information Skills ◽  
Sequential Models ◽  
Nature Of Teaching ◽  
The Web

This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social networking environments, requires significant changes in how students interact with information when they are studying within a formal learning environment. It explores the origins and growth of the idea of information skills development, the translation of this work into frameworks and sequential models and the adaptation of these models to take account of changes in information storage and transmission brought about by the Internet. The chapter then examines the changing contexts and changes in learning being brought about by the Web 2.0 environment and questions whether adjustment of existing information literacy models is a sufficient response to deal with these changes. We conclude that although Web 2.0 developments are not fundamentally undermining the nature of teaching and learning they do provide important possibilities for more effective information literacy development work. A non-sequential framework is offered as a contribution to supporting HE students when seeking to obtain, store and exploit information simultaneously in the informal social world of Web 2.0 and in their formal academic discipline.

scholarly journals Research on the Cultivation of Critical Thinking in the Review of Postgraduate Information Literacy for the Graduation Thesis

2019 ◽  
Vol 11 (Fall) ◽  
pp. 18-27
Author(s):  
Kundan Sharma
Keyword(s):  
Information Literacy ◽  
Information Quality ◽  
Postgraduate Education ◽  
Graduate Degree ◽  
Review Section ◽  
Writing Ability ◽  
Postgraduate Students ◽  
Academic Information ◽  
Theses And Dissertations

Improving the academic information literacy of overseas postgraduate students studying in China is an important part of the postgraduate education. It has been noticed that the review section has become the bottleneck of the quality of both graduate degree theses and dissertations. The use of rich and complicated information sources to conduct an efficient, accurate and comprehensive literature review of the dissertation/thesis has become an urgent problem to be solved. According to the questionnaires, for the information quality and the review writing ability of graduate students, a total of 123 Ph.D. and Master’s Degree students studying at the Harbin Engineering University were randomly selected as research samples, and several solutions were proposed for the problems arising from the investigation results.

scholarly journals The Usage of Web 2.0 as a Media Promotion in Indonesia University Libraries

2018 ◽  
Vol 1 (1) ◽  
pp. 77
Author(s):  
Nove E. Variant Anna
Keyword(s):  
Young People ◽  
Web 2.0 ◽  
Information Literacy ◽  
Digital Library ◽  
General Information ◽  
Library Services ◽  
University Libraries ◽  
Research Population ◽  
The University ◽  
The Web

The usage of web 2.0 has become popular among young people in Indonesia. One of the purpose of using web 2.0 is for promotion in some university libraries. The emerging of the web 2.0 as promotional media is corelating with the development of digital library. The paper aims are (1) to describe the usage of web 2.0 for academic libraries promotion. (2) to describe the information / content of those web 2.0. (3) to describe the promotion activity through web 2.0. This research population is all university libraries in Indonesia, but only 40 university librraries that conduct promotion through web 2.0. The website observation is done between May-July 2013. The research results are (1) the university libraries in Indonesia are use facebook, twitter, and flikr to promote library programs and interaction with users. The web 2.0 consist of information about new book release, user education, general information about library services, and information literacy. (3) some of univerity libraries taking seriously and actively promote their library services, but some of them are don’t use the web 2.0.

scholarly journals The Usage of Web 2.0 as a Media Promotion in Indonesia University Libraries

2015 ◽  
Vol 1 (1) ◽  
pp. 77
Author(s):  
Nove E. Variant Anna
Keyword(s):  
Young People ◽  
Web 2.0 ◽  
Information Literacy ◽  
Digital Library ◽  
General Information ◽  
Library Services ◽  
University Libraries ◽  
Research Population ◽  
The University ◽  
The Web

The usage of web 2.0 has become popular among young people in Indonesia. One of the purpose of using web 2.0 is for promotion in some university libraries. The emerging of the web 2.0 as promotional media is corelating with the development of digital library. The paper aims are (1) to describe the usage of web 2.0 for academic libraries promotion. (2) to describe the information / content of those web 2.0. (3) to describe the promotion activity through web 2.0. This research population is all university libraries in Indonesia, but only 40 university libraries that conduct promotion through web 2.0. The website observation is done between May-July 2013. The research results are (1) the university libraries in Indonesia are use facebook, twitter, and flicker to promote library programs and interaction with users. The web 2.0 consist of information about new book release, user education, general information about library services, and information literacy. (3) some of univerity libraries taking seriously and actively promote their library services, but some of them are don’t use the web 2.0.

scholarly journals Aprendiendo a difundir el patrimonio marítimo en la web 2.0 a través del Máster de Historia y patrimonio naval / Learning to Promote the Maritime Heritage on the Web 2.0 through the “History and Naval Heritage Master´s Degree”

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Lorena Martinez Solis ◽  
Celia Chaín Navarro ◽  
Juan José Sánchez Baena
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Information Society ◽  
Strong Relationship ◽  
Heritage Management ◽  
Community Management ◽  
Redes Sociales ◽  
Postgraduate Students ◽  
The Web ◽  
Maritime Heritage

ABSTRACTSpain has a rich and extensive Naval and Maritime Heritage, but until recently, for various reasons, it has been plunged partially into oblivion. From de subject “Techniques applied to the Heritage management and dissemination”, teached at the History and Naval Heritage Master´s Degree, we want to contribute bringing to light and sharng our strong relationship with the sea. We do it throught 2.0 tools, in particular blogs and social networks profiles, generated by our postgraduate students. These application are very useful in order to acquire skills related with virtual content and community management, and they are very demanded in the information society, so that, in addition, these skills acquired can become an important niche of employment or proffesional improvement.RESUMENEspaña posee un rico y extenso Patrimonio Naval y Marítimo, pero hasta hace relativamente poco tiempo, por diver-sos motivos, ha estado sumido parcialmente en el olvido. Desde la materia “Técnicas aplicadas a la gestión y difusión del Patrimonio”, impartida en el Máster en Historia y Patrimonio Naval, queremos contribuir a sacar a la luz y dar a conocer nuestra intensa relación con el mar. Lo hacemos a través de herramientas 2.0, concretamente blogs y perfiles en redes sociales, generadas por nuestro alumnado de Tercer Ciclo. Estas aplicaciones son muy útiles para adquirir habilidades relacionadas con la gestión de contenidos virtuales y el community management, y están muy demandadas en la sociedad de la información, por lo que, además, estas competencias adquiridas se pueden convertir en un importante yacimiento de empleo o mejora profesional. Contacto principal: [email protected]

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