Learning Competence for Youth in Digital Lifelong Learning Society

2011 ◽  
pp. 240-254
Author(s):  
Sujuan Yang ◽  
Yihong Fan
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Information Literacy ◽  
Rapid Development ◽  
Theoretical Framework ◽  
Learning Society ◽  
Learning Success ◽  
Challenges And Opportunities ◽  
Learning Competence

The purpose of this chapter is to identify challenges and opportunities of learning in rapidly changing digital age, and to propose a theoretical framework of classifying potentially useful learning competences for youths in digital lifelong learning society. The rapid development of technology, economics and society have placed unprecedented challenges to people in all countries and all walks of life, thus demand new ways of learning, or lifelong learning to help people function in this ever changing world more successfully. The framework of learning competences proposed in this chapter encompasses meta-cognition, learning strategies, transfer of learning, and information literacy. All of them are discussed in details in the chapter. Although the framework has the function to help learners achieve learning success in digital environment, a further research involving youth on development and application of it in the digital lifelong learning environment is needed as a next step of research. Therefore, experimental research is needed to further test and adjust the proposed theoretical framework in a digital lifelong learning environment.

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

2021 ◽  
Author(s):  
◽  
Simon James Coates
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Qualitative Methodology ◽  
Geographical Location ◽  
Theoretical Framework ◽  
Significant Component ◽  
Faculty Relationships ◽  
Academic Faculty ◽  
The University

<p>This research project sought to determine the opportunities for librarians in specialist academic libraries to integrate information literacy into faculty curricula. Information literacy is becoming recognized as increasingly important as a graduate competency by universities, and is a significant component of lifelong learning. The ability of librarians to collaborate with academic faculty staff in order to provide information literacy instruction to students is crucial. The researcher employed a qualitative methodology for the project, interviewing subject librarians who worked with faculty from two specialist academic libraries at the University of Auckland. The theoretical framework of the project was based on the works of Hardesty and Farber, when considering factors relating to librarian-faculty relationships, and of Owusu-Ansah and Grafstein, among others, on factors relating to information literacy. Analysis of data collected yielded results falling within three main areas. Subject librarians within the specialist academic libraries studied considered themselves to be highly accessible, being able to be contacted in person very easily by the academics whose subject discipline resources they administered. They also felt that they were visible, both within the libraries themselves, and within the wider faculty area within which the libraries were situated. The ability to employ information literacy components which were tailor-made for particular courses, grounded within specific subjects facilitated both lecturer and student buy-in. These three factors contribute to the inclusion which subject librarians in specialist academic libraries feel within a community involving all members of faculty, united by geographical location and subject discipline, and which greatly facilitates the integration of information literacy into curricula.</p>

Information literacy in Nigerian universities trends, challenges and opportunities

2016 ◽  
Vol 117 (5/6) ◽  
pp. 343-359 ◽  
Author(s):  
Chinwe V. Anunobi ◽  
Scholastica Ukwoma
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Regulatory Body ◽  
Literacy Programme ◽  
Content Type ◽  
Library Education ◽  
Challenges And Opportunities ◽  
Regulatory Bodies ◽  
Programme Content ◽  
Evaluation And Monitoring

Purpose The purpose of this study was to determine the information literacy trends, challenges and opportunities in Nigerian universities, With focus on its characteristics; content and adequacy for students’ information literacy development and lifelong learning. The effort to ensure that university students are empowered to acquire the competences needed for all round education and lifelong learning has been the primary focus of the university curriculum. University regulatory body in Nigeria emphasised the need to provide students with a study plan which provides them with capacity to locate information resources, access, evaluate and use them in legally acceptable manner. The programme is differently captioned with varying contents. With evolving approach to literacy, this study was designed to determine whether the programme has evolved from use of library education to information literacy or still at its traditional mode. Design/methodology/approach Descriptive survey research method was adopted for the study. The population consists of federal and state university libraries in Nigeria. The characteristics, content and adequacy of the programme as offered in Nigerian universities was the measure to determine the type of literacy. Questionnaire derived from literature and personal experience was designed to elicit information. A copy of the questionnaire was sent to each university that constituted the sample of the study by mail and telephone interviews were given to the heads of the sampled libraries. Findings It was discovered that majority of the universities studied were yet to consolidate the library literacy programme offered in their universities. Hence, the provision of information literacy content is yet to be realised in Nigerian universities. Practical implications There should be constant evaluation and monitoring of the programme by the regulatory bodies to ensure that the programme is reviewed at the appropriate time and that they also abide to the minimum standard. Originality/value For the effective implementation of programme to reflect the current development in research and information sourcing, retrieval and use; collaboration in content development as well as teaching between faculty and library; increasing or splitting the programme content to accommodate first year and higher level undergraduates, the regulatory bodies like Librarians’ Registration Council of Nigeria should ensure constant evaluation of the programme.

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

2021 ◽  
Author(s):  
◽  
Simon James Coates
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Qualitative Methodology ◽  
Geographical Location ◽  
Theoretical Framework ◽  
Significant Component ◽  
Faculty Relationships ◽  
Academic Faculty ◽  
The University

<p>This research project sought to determine the opportunities for librarians in specialist academic libraries to integrate information literacy into faculty curricula. Information literacy is becoming recognized as increasingly important as a graduate competency by universities, and is a significant component of lifelong learning. The ability of librarians to collaborate with academic faculty staff in order to provide information literacy instruction to students is crucial. The researcher employed a qualitative methodology for the project, interviewing subject librarians who worked with faculty from two specialist academic libraries at the University of Auckland. The theoretical framework of the project was based on the works of Hardesty and Farber, when considering factors relating to librarian-faculty relationships, and of Owusu-Ansah and Grafstein, among others, on factors relating to information literacy. Analysis of data collected yielded results falling within three main areas. Subject librarians within the specialist academic libraries studied considered themselves to be highly accessible, being able to be contacted in person very easily by the academics whose subject discipline resources they administered. They also felt that they were visible, both within the libraries themselves, and within the wider faculty area within which the libraries were situated. The ability to employ information literacy components which were tailor-made for particular courses, grounded within specific subjects facilitated both lecturer and student buy-in. These three factors contribute to the inclusion which subject librarians in specialist academic libraries feel within a community involving all members of faculty, united by geographical location and subject discipline, and which greatly facilitates the integration of information literacy into curricula.</p>

scholarly journals Digitising a Learning Activity: Challenges and Opportunities

2021 ◽  
Author(s):  
Jowati Juhary
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Online Learning Environment ◽  
Face To Face ◽  
Digital Format ◽  
Challenges And Opportunities

As the world faces the new landcape in teaching and learning due to COVID-19, the pandemic, the strategies and approaches use for teaching and learning must ensure that no one students are not without digital resources. This paper explores the challenges and opportunities faced by the researcher and her students when a learning activity previously implemented in face-to-face sessions was transferred into an online learning environment. The learning activity, known as Work-the-Walk (WTW), is a transformative learning activity designed by the researcher, and the researcher has filed for a copyright of WTW. The objectives of this paper are to identify the challenges and opportunities raised by transferring WTW to a digital format, and ultimately to suggest the best ways to make the transition from a physical learning activity to a digital format effectively. Qualitative approach to research was used to obtain data for analysis and discussion. Preliminary findings suggest that the Digital WTW (D-WTW) present two main challenges and two main opportunities for both the researcher and students. Given this, the education providers must be willing to encourage the educators to provide various approaches to teaching and learning, as well as to promote experiments with various existing learning strategies used in face-to-face sessions, and to transfer them to be used in an online learning environment.

scholarly journals E-Learning Strategies to Improve the Students’ Engagement

2021 ◽  
Vol 27 (3) ◽  
pp. 27-33
Author(s):  
Ilie Gligorea ◽  
Ghiță Bârsan ◽  
Romana Oancea ◽  
Nicolae Moro
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Learning Strategies ◽  
Learning Success ◽  
E Learning ◽  
The Right

Abstract With the right approach and strong enough motivation, any teacher can make attractive learning be a modern and rewarding learning environment that encourages, engages and motivates students to achieve long-term learning success. The study carried out in this article aims to analyze student engagement by taking into account attendance logs, reviewing the content and grades obtained in a technical course of a number of 102 individuals. The collected data were processed in the customized / individualized reports extracted from the Moodle platform. The results of this study highlight the importance of teachers’ involvement in creating and adapting content so that students are directly involved in learning, remain active and motivated. The result of the study underlines the elements that can be used for increased students’ engagement.

Lifelong Learning

1998 ◽  
Vol 28 (2) ◽  
pp. 62-66 ◽  
Author(s):  
Melinda Lewis
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Health Information ◽  
Professional Education ◽  
Continuing Professional Development ◽  
Learning Society ◽  
Learning Skills ◽  
Lifelong Learner ◽  
Continued Learning ◽  
Learning Competence

This paper will outline the theoretical constructs pertaining to lifelong learning, adult education, continuing professional development and the learning society. The need for all professionals to have highly developed learning skills in a society racing with change is evident. Pressures placed on health information managers to continue their learning beyond graduation are many and varied. Continuing professional education is one avenue that enables health information managers to continue their learning beyond graduation. Attributes of a typical lifelong learner are included in this paper to enable readers to self-assess their capacity for continued learning and their desire to undertake it. The paper concludes with a list of strategies for learners to enhance their lifelong learning skills. The role that educators can play in developing lifelong learning competence in students and graduates is also outlined.

scholarly journals Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Ebru Kiliç-Çakmak
Keyword(s):  
Lifelong Learning ◽  
Learning Strategies ◽  
Information Literacy ◽  
Self Efficacy ◽  
Information Sources ◽  
Motivational Factors ◽  
Control Belief ◽  
Educational Levels ◽  
E Learning ◽  
Different Dimensions

<blockquote>Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study explores learning strategies and motivational factors predicting information literacy self-efficacy of e-learning students. This study was carried out with 119 e-learners using the <em>Information Literacy Self-efficacy Scale</em> and the <em>Motivated Strategies for Learning Questionnaire.</em> Results indicate that metacognitive, effort management, elaboration and critical thinking strategies, as well as control belief, predict different dimensions of information literacy self-efficacy.</blockquote><p> </p>

Fostering Information Literacy in the Management Education at the U.S. Coast Guard Academy

2019 ◽  
Vol 2 (3) ◽  
pp. 1-17
Author(s):  
Alina M. Zapalska ◽  
Ben Wroblewski
Keyword(s):  
Learning Environment ◽  
Information Literacy ◽  
Management Education ◽  
Management Program ◽  
Coast Guard ◽  
Sequential Approach ◽  
Step Process ◽  
New Knowledge ◽  
The U.S

This paper illustrates the information literacy (IL) strategy in an undergraduate Management program at U.S. Coast Guard Academy. The paper exemplifies a sequential approach that improves students’ capabilities to evaluate and apply information in a specifically designed learning environment while generating new knowledge in undergraduate business coursework. The paper also emphasizes how IL can be developed within management coursework through a six-step process, including defining, locating, selecting, organizing, presenting, and assessing.  This specially designed framework of IL learning can be applied across all relevant courses using specially designed assignments in the Management major.

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