scholarly journals Scope of information literacy support provided by university libraries in the Czech Republic: state of the art report

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Eva Dohnalkova
Keyword(s):  
Czech Republic ◽  
Information Literacy ◽  
Working Group ◽  
Foreign Students ◽  
Academic Staff ◽  
Literacy Education ◽  
Professional Services ◽  
University Libraries ◽  
The Czech Republic ◽  
Literacy Support

The diversity of university libraries in the Czech Republic is currently not represented by number of foreign students with different social or cultural background, as these numbers are relatively low in the meantime. The real diversity is introduced by variety of approaches to information literacy education and amount of professional services provided to students and teachers as well as to the academic staff in general. In the paper the system of university libraries in the Czech Republic will be shortly presented as well as the main conceptual and legislative documents whose influence on the shape of information literacy education may be recognized as critical. The level of information literacy among students will be presented based on data acquired in surveys from 2004 and 2005. Baseline facts and information on key players in the field of information literacy at university libraries in Czech Republic will be given (e.g. Information Education and Information Literacy Working Group, IVIG). On the basis of information literacy surveys from 2000, 2003, 2006 and 2008 the diversity, scope and progress of information literacy support provided by university libraries will be presented in detail together with the main educational tools (face-to-face and eLearning courses) and approaches used in Czech university libraries. Paper focus as well on the information literacy projects which affects the environment of information literacy education at Czech universities (e.g. portal on information literacy INFOGRAM, conference of the Czech information literacy working group IVIG). In conclusion current projects and their assumed impact will be mentioned (e.g. National Cluster of Information Education in the Czech Republic). Even though there is number of successful ongoing projects in the field of information literacy in the Czech republic, we are still facing a considerable number of problems which may need to be carried out by a reasonably targeted information literacy initiative. The main problems, aims and possible solutions will be foreshadowed in the paper.

scholarly journals THE STUDY OF UNIVERSITY PROGRAMS IN THE CZECH REPUBLIC FOCUSED ON EDUCATION

2018 ◽  
pp. 9-17
Author(s):  
Josef Malach ◽  
Tatiana Havlásková
Keyword(s):  
Czech Republic ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Good Practice ◽  
University Education ◽  
The Czech Republic ◽  
Legal Standards ◽  
Study Programs ◽  
Social Pedagogue

The paper presents an overview of study felds at universities in the Czech Republic, which are aimed at achieving the qualifcations required for the performance of educational professions, respectively educational roles. The fundamental differentiation criterion is their main focus on one of the aspects of complex education, specifcally education and upbringing. Professions of an educator, special and social pedagogue or a leisure time teacher are considered to be the professions predominantly focused on education. University education for the previously stated occupational subgroups implemented so far is built on study programs that have been created by teams of academic staff and accredited by the Accreditation Commission. They are usually based on the erudition and personal experience of their authors and assessors and without any professional standards. The amendment to the University Education Act has fundamentally changed both the procedures for the accreditation of study programs and the functioning of the newly established accreditation institution — the National Accreditation Ofce. The study introduces the legal standards applicable to accreditation procedures as well as the fundamental changes in functioning of universities due to these rules. Apart from that, the curriculum design includes current education and training practices with a number of national (both positive and negative) characteristics and oddities identifed on the basis of the (inter)national research, analysis, monitoring or good practice. Today´s educational reality is the result of the involvement of stakeholders who reflect it critically in terms of their expectations and needs. They provide feedback to universities necessary for the innovations of graduate profles, the aims and content of their studies and the future educators´ teaching and learning processes. With regard to the implementation of the national digital education strategy, the possibilities of universities to respond to its objectives by preparing new subjects for teacher education are mentioned.

scholarly journals How can you tell if it’s working? Recent developments in impact evaluation and their implications for information literacy practice.

2017 ◽  
Vol 11 (1) ◽  
pp. 106 ◽  
Author(s):  
Sharon Markless ◽  
David Streatfield
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
Impact Evaluation ◽  
Public Libraries ◽  
Academic Staff ◽  
Public Library ◽  
Literacy Practice ◽  
Programme Theory ◽  
Literacy Support ◽  
Library Impact

This paper surveys the (patchy and uneven) advances in LIS impact evaluation over the past ten years and notes the surge forward in public library impact evaluation, before looking more broadly at international and educational impact evaluation scene and noting the advance of programme-theory driven approaches. The authors then identify various trends drawn from the wider evaluation discourse that they think are likely to be relevant to information literacy (IL) practitioners, academic staff, employers and others who are concerned with impact evaluation of IL work.The trends identified are:growing clarity about the levels of evaluation expertise needed to deliver information literacy support from the perspectives of leaders of LIS education programmes, staff of academic institutions, library leaders and managers and IL practitioners,growing interest in more inclusive or democratic approaches to impact evaluationthe limitations of the simple logic model of evaluationre-purposing of existing data to meet new evaluation needscollecting and presenting stories of change as impact evaluation evidence.Implications for IL practitioners are offered in relation to each of these trends. The authors then predict that over the next ten years there will be a strong focus on whether IL interventions are having an impact in combating misinformation and disinformation; more systematic and sustained approaches to IL impact evaluation in the health and higher education sectors but less so in some school libraries and other settings. They think that the more proactive public libraries will adopt IL evaluation approaches, that workplace IL will continue to depend upon the organisational culture, and that research on information seeking in context will shed light on evaluation priorities. Finally, they hope that future IL work will be underpinned by programme theory-based evaluation. 

scholarly journals Research of ICT Literacy Education in the Czech Republic

2012 ◽  
Vol 69 ◽  
pp. 1945-1951 ◽  
Author(s):  
Vladimír Rambousek ◽  
Jiří Štípek ◽  
Radka Wildová
Keyword(s):  
Czech Republic ◽  
Literacy Education ◽  
Ict Literacy ◽  
The Czech Republic

scholarly journals Developing library e-learning courses - how to make a fruitful collaboration?

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Anne Beth Våga ◽  
Mona Henriksen ◽  
Inger Gåsemyr
Keyword(s):  
Information Literacy ◽  
Foreign Students ◽  
Engineering Students ◽  
Close Contact ◽  
Academic Staff ◽  
Academic Culture ◽  
Student Groups ◽  
Subject Specific ◽  
E Learning ◽  
The University

The University Library of Stavanger has made three interactive library courses. Two of the courses are in Norwegian, Vitenskapelige artikler i sykepleiefaget (Scientific articles in nursing), and Kildebruk og litteratursøk (Information literacy: How to search and cite) and one in English, Writing thesis, using sources. The purpose has been to help students developing skills in information literacy, to fulfill the demands required by the Norwegian ministry of education and research. The courses are available at the library's webpage. Their purpose is to be a supplement to ordinary library courses. The courses consist of text, films, interactive tasks and voiceover. We have made subject-specific courses, which cover different faculties at the University. We believe that the students at a university seek to identify themselves with the profession they aim to become a part of through their studies, and hopefully they develop an attachment to the library.   The course Writing thesis, using sources is primarily aiming towards engineering students, but it will also be useful for other student groups. The university has many foreign students in different engineering disciplines and levels. They sometimes have a bachelor's degree from a country with an academic culture that is different from ours. The course is written in a clear and concise language. The students can listen to the text, or read it. The cooperation between the library and the academic staff has varied during the development of the courses. We had close contact with two members of the Department of Health Studies during the whole process of the first course, Vitenskapelige artikler i sykepleiefaget (Scientific articles in nursing).They gave us advice about content and definitions. There has been less cooperation with academic staff during the two other courses. Cooperation with NettOp (The University's department for web-based education) has been outstanding. NettOp has guided us on subjects like software, layout, technical support, interactive objects and pedagogical advice, like how to write for students. We also invited students to give feedback on the courses. The process has been informative, and we have developed new skills. At the same time there have been challenges, such as software issues and lack of collaboration with academic staff. Maintaining the courses is very time consuming. We would like to meet other colleagues in higher education interested in e-learning courses and exchange experiences. Discussions may be about matters such as: Do we really need interactive courses? Should the courses be subject-specific or general in content? How can we include academic staff in a better way? Could students do the job? Could several universities cooperate to make interactive courses? Could we borrow content from each other? How do we know whether the courses are used or not? What about the learning process and outcome for the students? How do we best promote the courses? Experiences with different software and use of devices. Discussions should be conducted in groups consisting of max 8 participants. The results from the discussions could for example be published on UBIS' blog.  

scholarly journals Pedagogical preparation of academic staff starting their career

2006 ◽  
Vol 54 (5) ◽  
pp. 85-92
Author(s):  
Pavel Máchal ◽  
Dana Linhartová
Keyword(s):  
Czech Republic ◽  
Lifelong Learning ◽  
Physical Training ◽  
Academic Staff ◽  
Educational Programme ◽  
Development Programme ◽  
Ministry Of Education ◽  
The Czech Republic ◽  
Lifelong Learning Institute ◽  
Definition Of

Within the development programme of the Ministry of Education, Youth and Physical Training of the Czech Republic the Lifelong Learning Institute at the Mendel University of Agriculture and Forestry in Brno introduced and carried out the educational programme for enhancement of pedagogical competences of young academic workers at MUAF in Brno in 2005. It consisted of two parts – pedagogical-didactical and psychosocial. Its objective was the development of pedagogical competences of the young academic staff. Our contribution explains the definition of the objectives of both parts of this programme as well as its contents. We also present the evaluation of both parts of the programme.

Sign in / Sign up

Export Citation Format

Share Document