scholarly journals Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop

10.28945/3497 ◽  
2016 ◽  
Author(s):  
Paul Nieuwenhuysen
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Information Literacy ◽  
International Workshop ◽  
Management Skills ◽  
Literacy Leadership ◽  
Study Materials ◽  
Training Materials ◽  
Recent Project

This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.

scholarly journals Reflections about the Wroclaw International Workshop on Campus Sustainability

2017 ◽  
Vol 16 (4) ◽  
pp. 73
Author(s):  
David Slim Zepeda Quintana ◽  
Luis Eduardo Velazquez Contreras
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Focal Point ◽  
Higher Education Institutions ◽  
International Workshop ◽  
Campus Sustainability ◽  
Academic Settings ◽  
Education Needs ◽  
The City

Over the last decades, Sustainable Development (SD) has been a focal point in a large number of international political and academic settings. In order to encourage this change, education needs to evolve into an education committed with the sustainability, particularly higher education (Lambrechts, et al. 2013). This paper aims to describe experiences and remarks regarding The International Workshop on Campus Sustainability held on Wroclaw, Poland on May 2016. The objective of this workshop was identify fragilities and weaknesses in higher education institutions, which can lead to irreversible loses. As a follow-up, in June of 2016, a replication workshop was held in the city of Hermosillo, Sonora, Mexico with the objective of exploring new outcomes and gain more knowledge in identifying fragilities and weaknesses in higher education institutions. As a result, it is intended to create a new set of indicators of fragility that contribute in our path towards SD.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Intraocular tuberculosis, a challenge in diagnosis and treatment

2020 ◽  
Vol 3 ◽  
pp. 4
Author(s):  
Martina Larroude ◽  
Gustavo Ariel Budmann
Keyword(s):  
Developing Countries ◽  
Clinical Signs ◽  
Steady Increase ◽  
Ocular Tuberculosis ◽  
Industrial Countries ◽  
Choroidal Granuloma ◽  
History Of ◽  
And Migration ◽  
Ocular Tb

Ocular tuberculosis (TB) is an extrapulmonary tuberculous condition and has variable manifestations. The incidence of TB is still high in developing countries, and a steady increase in new cases has been observed in industrial countries as a result of the growing number of immunodeficient patients and migration from developing countries. Choroidal granuloma is a rare and atypical location of TB. We present a case of a presumptive choroidal granuloma. This case exposes that diagnosis can be remarkably challenging when there is no history of pulmonary TB. The recognition of clinical signs of ocular TB is extremely important since it provides a clinical pathway toward tailored investigations and decision making for initiating anti-TB therapy and to ensure a close follow-up to detect the development of any complication.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

The Influence of the Established Links between University Courses on the Quality of Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Coherent System ◽  
University Courses ◽  
Quality Of Teaching ◽  
Education Courses ◽  
Initial Knowledge

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

scholarly journals FILL for Future (F4F) – Framework Information Literacy Lessons digital

2021 ◽  
Vol 55 (7) ◽  
pp. 394-415
Author(s):  
Tessa Sauerwein
Keyword(s):  
Higher Education ◽  
Information Literacy

Zusammenfassung Das Framework for Information Literacy for Higher Education macht einfallsreich und erfinderisch – gerade in Coronazeiten und darüber hinaus. Der Beitrag berichtet über die aktuellen Fortschritte des preisgekrönten Konzeptes FILL (Framework Information Literacy Lessons), das sich in seiner digitalen Weiterentwicklung als FILL for Future (F4F) präsentiert. Mit innovativen und spielerischen Impulsen aus dem Framework reichert es bibliothekarische Schulungspraxis an. Damit gilt F4F als beispielhaftes Projekt in der globalisierten Informationswelt. Es präsentiert sich offen und vernetzt, wie etwa Teaching Libraries mit ihren Zielgruppen. Ganzheitlich gestaltet tragen die vielfältigen Aktivitäten von F4F zur Verbreitung des US-amerikanischen Frameworks weiter und nachhaltig bei.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

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