scholarly journals Mapping Information Landscapes: New Methods for Exploring the Development and Teaching of Information Literacy

2021 ◽  
Vol 109 (1) ◽  
Author(s):  
Gerald Natal
Keyword(s):  
Information Literacy ◽  
Practice Theory ◽  
New Methods ◽  
Mapping Information

In Mapping Information Landscapes: New Methods for Exploring the Development and Teaching of Information Literacy, Whitworth discusses information literacy in relationship to practice theory and discusses mapping as a practice with objectives similar to those of information literacy: namely, finding, selecting, organizing, and communicating information.

Framing information literacy as information practice: site ontology and practice theory

2010 ◽  
Vol 66 (2) ◽  
pp. 245-258 ◽  
Author(s):  
Annemaree Lloyd
Keyword(s):  
Information Literacy ◽  
Practice Theory ◽  
Theoretical Perspective ◽  
Literacy Practice ◽  
Content Type ◽  
The Social ◽  
Information Practice ◽  
Concept Of Information ◽  
A Site ◽  
Literacy Research

PurposeInformation literacy is a rich and complex social information practice that is constructed according to specific practical understandings, rules and teleoaffective features which characterise a social site or setting. This paper aims to explore the philosophical and theoretical perspective of practice theory, in particular, the ontological work of Schatzki. These perspectives are to be used to frame an understanding of the features of information literacy as sociocultural practice.Design/methodology/approachA theoretical perspective is introduced to examine the concept of information literacy practice by framing this analysis through a site ontology developed by Schatzki. Sociocultural and practice theory are employed in this exploration of information literacy as sociocultural practice and provide a framework for architecture of information literacy practice.FindingsInformation literacy can be understood as a critical information practice which is organised and arranged through the site of the social, rather than as a reified and decontexualised set of skills.Research limitations/implicationsFraming information literacy research through site ontology and the use of a practice perspective has implications for further research into information literacy and for the development of pedagogic practices related to information literacy instructionOriginality/valueThe paper offers an alternate way of framing information literacy by introducing the concepts related to practice theory.

scholarly journals Expectations and Experiences of Information Literacy Instruction

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Saga Pohjola-Ahlin
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Outcome ◽  
Small Scale ◽  
Average Response Rate ◽  
New Methods ◽  
Information Literacy Instruction ◽  
High Level ◽  
Level Of Motivation

In May 2016, 48 third semester undergraduate students enrolled in the physiotherapy program at Karolinska Institutet in Sweden were given three sets of questionnaires; before the information literacy instruction (ILI) started, at the end of the first session, and a week after, at the end of the second and last session.The aim of this small-scale pilot study was to shed some light on students’ motivation to attend ILI, how they value the sessions afterwards and how they assess their learning outcome. Furthermore, it was an attempt to do a "students’ user experience study” in a pedagogical setting, with the intention to evaluate and improve teaching in ILI to meet student expectations.The average response rate for the three questionnaires was 92%. The results show that students’ expectations were similar to the actual content of ILI, and that the students were satisfied with their own learning outcome. Both motivation and the sense of relevance got higher scores after students attended ILI. Motivation rose from 7,4 to 8,12 out of 10. This is positive because a high level of motivation often improves the learning outcome (Schunk, 2012). When asked which areas most needed improvement in order to further enhance their learning outcome, the most common responses were “the pedagogy” and “my own achievement”. It would be interesting to start collaborating with a group of students in order to explore new methods and learning activities.

scholarly journals Conceptualizing students’ written assignments in the context of information literacy and Schatzki's practice theory

2014 ◽  
Vol 70 (3) ◽  
pp. 346-363 ◽  
Author(s):  
Trine Schreiber
Keyword(s):  
Information Literacy ◽  
Practice Theory ◽  
Theoretical Perspective ◽  
Content Type ◽  
Individual Interviews ◽  
Depth Study ◽  
Use Of Social Media ◽  
Job Orientation ◽  
Written Assignments ◽  
University Setting

Purpose – The purpose of this paper is to analyze the ways to practice the written assignment in a university setting in the context of information literacy and in perspective of Schatzki's practice theory. Design/methodology/approach – The analysis is based on both a qualitative in-depth study involving individual interviews with students from higher education and the practice theoretical perspective. Findings – By analyzing informants’ negotiations of the “acceptable” way to perform the written assignment practice, a configuration of the particular practice has been made. In perspective of Schatzki's practice theory, a study into information literacy involves focussing on the changing character of the activities performing the practice in question. In this paper the changing character is analyzed by comparing the configuration of the written assignment practice with a description of the genre of scientific articles. The paper draws the conclusion that the configuration consists of both regular and irregular occurrences. Job orientation and use of social media seemed to influence the written assignment practice as it was performed by the informants. Originality/value – This paper contributes to research into information literacy in educational settings by proposing an analysis based on Schatzki's theory combined with concepts of routinization, reflexivity, and genre.

scholarly journals Competências em informação em um regime de informação

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Walqueline Silva Araújo
Keyword(s):  
High Education ◽  
Information Literacy ◽  
Mapping Information

Resenha do artigo: SERAFIM, L. A.; FREIRE, G. H. A. J. Regime of information for mapping information literacy in high education. Encontros Bibli:Revista Eletrônica de Biblioteconomia e Ciência da Informação, v. 18, n. 37, p.43-60, maio/ago. 2013. Disponível em:<https://periodicos.ufsc.br/index.php/eb/article/view/1518-2924.2013v18n37p43/25337>. Acesso em: 05 Jun. 2017. 

Replication of Wet Objects and Cells

1974 ◽  
Vol 32 ◽  
pp. 102-103
Author(s):  
S. Basu ◽  
D. F. Parsons
Keyword(s):  
Water Vapor Pressure ◽  
High Vacuum ◽  
Polystyrene Latex ◽  
Vacuum System ◽  
Saturated Water Vapor ◽  
Replication Method ◽  
New Methods ◽  
Saturated Water ◽  
Water Vapors ◽  
Intermediate Chamber

We are approaching the invasiveness of cancer cells from the studies of their wet surface morphology which should distinguish them from their normal counterparts. In this report attempts have been made to provide physical basis and background work to a wet replication method with a differentially pumped hydration chamber (Fig. 1) (1,2), to apply this knowledge for obtaining replica of some specimens of known features (e.g. polystyrene latex) and finally to realize more specific problems and to improvize new methods and instrumentation for their rectification. In principle, the evaporant molecules penetrate through a pair of apertures (250, 350μ), through water vapors and is, then, deposited on the specimen. An intermediate chamber between the apertures is pumped independently of the high vacuum system. The size of the apertures is sufficiently small so that full saturated water vapor pressure is maintained near the specimen.

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