scholarly journals Students' Information Literacy Development as a Guarantee of Qualitative Studies

Author(s):  
Iveta Gudakovska

Publication devoted to information literacy development updates. Information literacy competencies as the basis for the success of a human life takes on a special significance in higher education teaching. Success of this process is driven by university cooperation partners: teachers, librarians and administrations work. Teachers implement information literacy development methods courses, librarians responsible for information resources in institution make up their own training system, but the administration - facilitates the implementation of information literacy and financial support. Competencies based on governmental, professional or institutional defined standards, which can provide an overall level of information literacy development.

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>


2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Nkuchia M. M’ikanatha ◽  
David P. Welliver

Abstract Background The WHO’s success in its vital role is constrained by inadequate financial support from member states and overreliance on earmarked voluntary contributions, which erodes autonomy. The agency’s broad functions, including coordination among 194 members, cannot be performed by any other entity. However, despite experts’ well-articulated concerns that the agency’s legitimacy and authority in global health matters have been undermined, a decades-long freeze on member assessments means that WHO priorities are disproportionately influenced by a few powerful donors. A structural defect To overcome inertia in addressing well-known limitations, it may be helpful to consider the weaknesses in WHO’s financing mechanism as a persistent structural defect. This perspective strengthens the focus on corrections needed to remove the defect. In our view, the main features of the structural defect are the self-imposed constraints that foster the perception—if not the reality—that the agency’s legitimacy is compromised. These constraints include WHO’s inadequate level of financing; lack of direct control over 80% of its funds; and unbalanced participation, such that over 60% of financing originates from only 9 donors. With renewed commitment, however, member countries can remove these constraints. Removing the structural defect To meaningfully strengthen structural integrity of the financing mechanism, restore WHO’s autonomy, and minimize concerns about wealthy-donor supremacy, it will be necessary to define specific requirements and implement restrictions on financial contributions. We make five recommendations, including tripling total financing; ensuring that 70% or more of financial support derives from member assessments; limiting contributions from individual members to a maximum of 4% of total WHO financing; and limiting donations from individual partners to a maximum of 3% of total WHO financing (1% for earmarked donations). Although some might consider these measures impractical, they are justified by the magnitude of the crises the world faces, by member states’ increased economic strength in recent decades, and by the importance of shielding the WHO’s financing structure from perceived neocolonialism. This necessary step calls for an adjustment of priorities: the higher level of assessed contribution—from nearly all members regardless of wealth—required to reach the proposed targets would still represent only a small fraction of most members’ annual military expenditures. Conclusion The COVID-19 pandemic, with its devastating toll on human life and global economic stability, presents an opportunity for reflection and refocusing. Realigning WHO’s financial structure to its founders’ vision, as proposed here, would likely safeguard both the agency’s autonomy and member states’ trust, while alleviating concerns about undue influence from powerful donors. Removing the persistent structural defect in financing would empower WHO to lead and coordinate global response to meet the inevitable challenges of the coming decades.


2016 ◽  
Vol 50 (4) ◽  
pp. 386-398
Author(s):  
Halida Yu ◽  
A. Abrizah ◽  
Rafedzi E.R.K ◽  
Siti Nurul Maryam Abdullah

This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.


2003 ◽  
Vol 52 (7) ◽  
pp. 333-339 ◽  
Author(s):  
Kaisa Sinikara ◽  
Leena Järveläinen

Servis plus ◽  
2015 ◽  
Vol 9 (4) ◽  
pp. 69-75
Author(s):  
Владислав Шелекета ◽  
Vladislav Sheleketa ◽  
Василий Ивахнов ◽  
Vasiliy Ivakhnov

The article discusses issues related to the problem of justifying the value of philosophical creativity in modern culture. It proves the author’s position of special significance of philosophy for the development of personal culture, and worldview of the person and modern society. The article shows that philosophizing is inherently different from other forms of creativity in culture, and agues that philosophical oeuvre bases on the critical perception of the existing knowledge. Involving the theory of self-organization – synergetic – the authors have shown systemic nature of meaning, which plays the role of attractor (a stable solution in the space of cultural meanings). But the sense of simultaneously co-exists in close connection with ad-culture knowledge represented in archetypal forms, continually becoming, realized in connection with the activities of consciousness and clarifying the nature of meaning. The authors demonstrate their position with the notion of discourse. The phenomenon of discourse is considered in its ontological dimensions as a conceptual basis of human existence and position in the culture. On the theories of postmodernism and poststructuralism the authors determine the form of philosophizing, based on the paradoxical structures that have under-subject nature. In this sense, there is the way to overcome the subject-object dualism, because the detection of under-subject nature of the meaning displays this meaning beyond the boundaries of the semantic field of culture. In this case, Philosophizing is a special form of operating in meanings that have just the same universal nature that is inherent to the nature of the phenomenon of meaning. In the end, the authors conclude that the role of philosophy in culture consists of the ability, which exists in its own nature. Philosophical discourse demonstrates its universal and integrative nature in socio-cultural space, creating a unique specific form of positioning oneself in the world. The authors conclude that philosophizing as a form of art, similar to “the science of Socrates” – the art of the truth birth in the course of the dispute, allows all cultural forms to stay dynamic, being in constant dialogue with each other, thereby freezing in their own forms.


Author(s):  
Bhavna Grover

If seen in word form, the color is very small, but if it is thought, then it is contained in everything in the world. If there is no color then our life style does not exist. If there is color, then human life exists. It is believed that all colors are originally made from white color and the number of colors is calculated. Which is an important part of our daily routine. 'Rang' which gives an idea of ​​the personality of any person. Sometimes the image of a person gets imprinted on our brain due to color. Similarly, the theater of our Indian classical dances, in which colors have been used very beautifully. Whether it is the color of the dancer's costumes at the theater or the adjustment of colors by lighting, the colors together complete a performance. Therefore, color has a special significance in theater performances. रंग’ अगर शब्द रूप में देखा जाये तो बहुत छोटा है परन्तु यदि इसे सोचा जाए तो दुनिया की प्रत्येक वस्तु में निहित है। अगर रंग नही है तो हमारी जीवनचर्या का अस्तित्व ही नही है। रंग है तो मानव जीवन का अस्तित्व है। माना जाता है कि सभी रंग मूल रूप से श्वेत रंग से ही बने है और रंगों की संख्या अंगणित है। जो हमारी दैनिक दिनचर्या का महत्वपूर्ण हिस्सा है।‘रंग’ जिससे किसी भी व्यक्ति के व्यक्तित्व का आभास होता है। कभी-कभी तो व्यक्ति की छवि ही हमारे मस्तिष्क पर रंग के कारण अंकित हो जाती है। इसी प्रकार हमारे भारतीय शास्त्रीय नृत्यों की रंगमंचीय प्रस्तुति जिनमें रंगो का प्रयोग बहुत ही खूबसूरती से किया जाता रहा है। रंगमंच पर चाहे वह नर्तक की वेशभूषा के रंग हो अथवा प्रकाश व्यवस्था द्वारा रंगों का समायोजन, रंग ही मिलकर एक प्रस्तुति को पूर्ण करते हैं। अतः रंगमंच प्रस्तुति में रंग अपना एक विशेष महत्व रखते है।


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