Forging Strong Links | ScienceGate

Collaboration is the key

IASL Annual Conference Proceedings ◽

10.29173/iasl7766 ◽

2021 ◽

Author(s):

Elizabeth Greef

Keyword(s):

Learning Community ◽

Teaching And Learning ◽

School Context ◽

School Curriculum ◽

Teaching Staff ◽

Learning Needs ◽

Reading Culture ◽

Information Skills ◽

Special Learning Needs ◽

Definition Of

Collaboration is the key for a school librarian to work successfully at integrating information skills into the school curriculum and to become a vital cog in the teaching and learning cycle within the school. This is easily said, but how do we make it happen? What strategies can we use to develop opportunities for collaboration with teaching staff? How can we foster strong links across the whole learning community of the school? This paper will briefly consider a definition of collaboration and various models of collaboration including their theoretical and pedagogical underpinning. In addition to considering the role and mindset of the teacher librarian, a range of practical macro- and micro-strategies for developing collaboration with teaching staff in an effective and integrated way will be presented; these include technology, special learning needs, building a reading culture, literacy and instructional design. A self-diagnostic tool developed from this paper is offered to enable each teacher librarian to evaluate opportunities for furthering collaboration in his/her school context.

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Factors affecting the implementation of information literacy education in Malaysian primary schools

10.26686/wgtn.17008336.v1 ◽

2021 ◽

Author(s):

◽

Saidatul Akmar Ismail

Keyword(s):

Information Literacy ◽

Primary Schools ◽

Teaching And Learning ◽

Research Problem ◽

School Curriculum ◽

Literacy Education ◽

Training System ◽

Structured Interviews ◽

Factors Affecting ◽

Social And Cultural Factors

<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>

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E-learning and information literacy at the University of Jos

Library Management ◽

10.1108/lm-07-2013-0062 ◽

2014 ◽

Vol 35 (8/9) ◽

pp. 607-628 ◽

Cited By ~ 1

Author(s):

Vicki Lawal ◽

Stephen Akintunde

Keyword(s):

Information Literacy ◽

Teaching And Learning ◽

Case Study Research ◽

Content Type ◽

E Learning ◽

Learning Platforms ◽

Information Skills ◽

The University

Purpose – The purpose of this paper is to examine the potential role of information literacy (IL) within the changing context of the e-learning environment at the University of Jos in recent years. It focuses and emphasises the role of the University library in facilitating teaching and learning through the use of e-learning platforms in teaching information retrieval skills. The paper aims to identify gaps in students’ information skills that could be addressed through IL instruction. Design/methodology/approach – The study employed a case study research design while the methodology involved the administration of structured questionnaires to the two groups of respondents. Findings – Findings from the study provide useful insights to the skills challenges experienced by students and point to a need for effective collaboration between the library, faculty and management in order to promote a better approach to learning at the institution. Originality/value – By emphasising the role of the library, the paper contributes to previous studies on e-learning at the University and provides a basis for further research in this regard.

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Cognitive Apprenticeship for Learners with Special Needs

Remedial and Special Education ◽

10.1177/074193259401500405 ◽

1994 ◽

Vol 15 (4) ◽

pp. 234-243 ◽

Cited By ~ 10

Author(s):

Jay W. Rojewski ◽

John W. Schell

Keyword(s):

Special Needs ◽

Cognitive Skills ◽

Teaching And Learning ◽

Negative Impact ◽

Adult Life ◽

Cognitive Apprenticeship ◽

Special Populations ◽

Learning Needs ◽

Instructional Approach ◽

Special Learning Needs

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

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Factors affecting the implementation of information literacy education in Malaysian primary schools

10.26686/wgtn.17008336 ◽

2021 ◽

Author(s):

◽

Saidatul Akmar Ismail

Keyword(s):

Information Literacy ◽

Primary Schools ◽

Teaching And Learning ◽

Research Problem ◽

School Curriculum ◽

Literacy Education ◽

Training System ◽

Structured Interviews ◽

Factors Affecting ◽

Social And Cultural Factors

<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>

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Reconceptualising Information Literacy for the Web 2.0 Environment?

Social Computing ◽

10.4018/978-1-60566-984-7.ch012 ◽

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.

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Education And The Corona Pandemic: Lessons LearnedExploring Teaching And Learning Needs After The Corona Pandemic: Curriculum And Teaching Methods

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i4.596 ◽

2021 ◽

Vol 12 (4) ◽

pp. 1041-1043

Author(s):

Dr. Khursheeda Khatoon

Keyword(s):

Developing Countries ◽

Distance Learning ◽

Teaching Methods ◽

Online Teaching ◽

Teaching And Learning ◽

Internet Access ◽

Teaching Staff ◽

Learning Needs ◽

Teaching Mode ◽

The World

The education system all over the world is been highly affected by coronavirus and Covid-10 pandemic when the lockdown was announced worldwide. In order to control and prevent the spread of the virus, the schools, colleges, and even the universities was closed. This closure of educational instititutes had bought up number of difficulties for the student, teacher, and the parents as well and inorder to overcome the situation and continue the system of education, online or distance learning policy was offered and adapted by each and everyone that were associated with the educational system. It was a challenge for the developing countries wgwre thre is lack of facilities like internet access, infrastructure, and gadgets as well. There were countries where the fee of internet was reduced, educational resources were provided by the governing bodies so as to fill the gap. There is a huge pressure on the teaching staff to adapt the online teaching mode and conduct the classes by first learning the process for themselves. Everyone had make all the efforts to learn and adapt the new way of teaching and learning and making the process smooth in the coronavirus pandemic situation.

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Reconceptualising Information Literacy for the Web 2.0 Environment?

Web Technologies ◽

10.4018/978-1-60566-982-3.ch112 ◽

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.

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Reconceptualising Information Literacy for the Web 2.0 Environment?

Handbook of Research on Social Software and Developing Community Ontologies ◽

10.4018/978-1-60566-208-4.ch022 ◽

2010 ◽

pp. 316-334 ◽

Cited By ~ 1

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.

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Primary School Children's Interaction with Library Media: Information Literacy in Practice

IASL Annual Conference Proceedings ◽

10.29173/iasl8164 ◽

2021 ◽

pp. 121-132

Author(s):

Penny Moore

Keyword(s):

Information Literacy ◽

Study Skills ◽

Primary Schools ◽

Teaching And Learning ◽

Working Party ◽

Poor Performance ◽

Relevant Today ◽

Library Resources ◽

Nature Of Information ◽

Information Skills

In the context of a study of professional development in relation to information literacy, children at four primary schools were observed as they worked with a variety of media in various curriculum areas. The challenges they encountered are discussed against the bund of the teachers' understanding of information skills and resource-based learning.1 Educators and librarians have acknowledged that the skills that constitute information literacy are becoming crucial to everyday life. However, it is suggested by some that students in general are not being equipped to meet those demands in the 1 990s any better than they were in the 1980s. For example, since 1981, when Marland published Information skills in the secondary curriculum, there have been many initiatives to develop and promote the teaching of information skills in schools. Much of the widely disseminated research prompted by that report and reviewed by Rogers (1994), confirms that the original working party recommendations remain relevant today. Indeed, Rogers quotes extracts from British government reports which suggest the overall picture in schools has not changed significantly at all. The fact is that library and study skills have been taught in schools for nearly a hundred years, but many students still cannot easily find and critically use information. In some schools, information literacy is enhancing teaching and learning, but the information age has yet to reach others. Information technology and pressures on library resources and services can, in this context, be seen as a catalyst for critically examining teaching techniques necessary for fostering information literacy. Poor performance in finding and using information has in the past been attributed to a lack of explicit classroom attention to the cognitive aspects of the task (e.g. Irving, 1985; Kuhlthau, 1987). Yet the thinking underlying information literacy may be hidden from teachers and few studies illuminate process issues from the viewpoint of the students themselves. Further, whereas twenty years ago we focused on getting our most able students to think critically and do "research projects" at school, we now face the challenge of helping our least able students to solve information problems efficiently. Consequently three factors are of central concern in developing information literacy. One is the nature of information literacy itself, the second is teachers' understanding of that concept and the third relates to the conceptions of inexperienced information users.

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