scholarly journals Information Literacy: Business and Workplace Information Literacy: Three Perspectives

2017 ◽  
Vol 57 (2) ◽  
pp. 79 ◽  
Author(s):  
Elizabeth Malafi ◽  
Grace Liu ◽  
Stéphane Goldstein
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Rapid Change ◽  
Know How ◽  
Work Related ◽  
Valid Evidence ◽  
Problem Solvers ◽  
Emerging Topics

Businesses want workers who are critical thinking problem-solvers, who know how to find, evaluate, and use information to address work-related issues, and communicate effectively regarding those issues,1 much like the information literacy (IL) or media and information literacy (MIL) efforts worldwide recently described in this column.2 In businesses at all levels and in the workplace, IL/MIL is not a familiar phrase. Undaunted, however, librarians in many types of libraries try to help their users with these very issues. Those librarians face challenges, including constant and rapid change in directions and needs, little or no grasp of the availability of data (or lack thereof), especially on emerging topics, and the need to address and communicate work-related issues speedily, yet with valid evidence. The challenge for librarians in all types of libraries is how to support each other through sharing materials and approaches, perhaps in a new repository for workplace-related IL. The discussions that follow take a first step in that direction. Next steps could include analyzing the contents of such a repository and developing sequential supportive curricula and materials for librarians and for their users to extend and expand their business and workplace IL.—Esther Grassian, Co-Editor

scholarly journals Young Spanish Adults and Disinformation: Do They Identify and Spread Fake News and Are They Literate in It?

Publications ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 2
Author(s):  
Aida María de Vicente de Vicente Domínguez ◽  
Ana Beriain Beriain Bañares ◽  
Javier Sierra Sierra Sánchez
Keyword(s):  
Young Adults ◽  
Information Literacy ◽  
Quantitative Method ◽  
Spanish Population ◽  
Fake News ◽  
Know How ◽  
Literacy Training ◽  
Structured Questionnaire ◽  
Do So

The infodiet of young Spanish adults aged 18 to 25 was analysed to determine their attitude towards fake news. The objectives were: to establish whether they have received any training in fake news; to determine whether they know how to identify fake information; and to investigate whether they spread it. The study employed a descriptive quantitative method consisting of a survey of 500 representative interviews of the Spanish population aged between 18 and 25 through a structured questionnaire. The results indicate that they are aware of the importance of training, although generally they do not know of any course and when they do, they do not tend to enroll on one either due to lack of interest or time. These young adults feel that they know how to identify fake content and, moreover, that they know how to do so very well. However, they do not use the best tools. While they do not always verify information, they mainly suspect the credibility of information when it is meaningless. However, they do not tend to spread fake information. We conclude that media information literacy training (MILT) is necessary in educational centres that focuses on the main issues identified.

scholarly journals The Efforts to Improve Thematic Learning Critical Thinking Skill through Problem Based Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 353-363
Author(s):  
Pindi Darma Hutama ◽  
Naniek Sulistya Wardani ◽  
Intan Permana
Keyword(s):  
Critical Thinking ◽  
Performance Appraisal ◽  
Problem Based Learning ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Energy Sources ◽  
Class Iii ◽  
Know How ◽  
Thematic Learning

This study aims to find out whether the improvement of critical thinking skills in thematic learning can be attempted through Problem Based Learning. Moreover, it also wants to know how is the improvement of critical thinking skills student in thematic learning can be attempted through Problem Based Learning. The subjects of this research were class III students, even semester totaling 20 students. The type of this study was classroom action research (CAR). The model of CAR was spiral-shaped from Kemmis and Robin Mc. Tagget. The procedure of this study was implemented at least two cycles if cycle one was already improved. The observation was used in the data collecting. The study instrument used an observation sheet equipped with a performance appraisal rubric. The analysis data technique used was descriptive comparative technique. The result of the study stated that there was an improvement on critical thinking skills students in the thematic learning that PBL attempted had proven. The improvement of the number of skilled in good critical thinking was 15% in cycle 1, and 40% from the totaling students in cycle 2. The improvement of critical thinking skills in the students grade III in the thematic learning was attempted through PBL with steps of 1) reviewing problems by taking notes, 2) asking 3 energy source problems, 3) reasoning solving 3 problems of energy sources, 4) collecting data of energy sources, 5) analyzing data of energy sources, 6) writing report of the result of solving 3 problems of energy sources, 7) presenting the result of solving the problem of energy sources, 8) evaluating the process of energy sources problem-solving.

‘Fake News' in the Context of Information Literacy

2020 ◽  
pp. 89-115
Author(s):  
Nicole S. Delellis ◽  
Victoria L. Rubin
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Qualitative Analysis ◽  
Digital Media ◽  
Information Literacy ◽  
Department Chairs ◽  
Fake News ◽  
Media Regulation ◽  
Automation Technology ◽  
Study Participants

This chapter describes a study that interviewed 18 participants (8 professors, 6 librarians, and 4 department chairs) about their perceptions of ‘fake news' in the context of their educational roles in information literacy (IL) within a large Canadian university. Qualitative analysis of the interviews reveals a substantial overlap in these educators' perceptions of skills associated with IL and ‘fake news' detection. Librarians' IL role seems to be undervalued. Better communication among integral IL educator groups is recommended. Most study participants emphasized the need for incorporating segments dedicated to detecting ‘fake news' in IL curricula. Pro-active IL campaigns to prevent, detect, and deter the spread of various ‘fakes' in digital media and specialized mis-/disinformation awareness courses are among best practices that support critical thinking and information evaluation within the societal context. Two other interventions, complementary to IL as per Rubin's Disinformation and Misinformation Triangle, are suggested – detection automation technology and media regulation.

Using Case-Based Learning to Teach Information Literacy and Critical Thinking Skills in Undergraduate Music Therapy Education: A Cohort Study

2020 ◽  
Vol 38 (2) ◽  
pp. 143-149
Author(s):  
Meganne K Masko ◽  
Kelly Thormodson ◽  
Kristen Borysewicz
Keyword(s):  
Critical Thinking ◽  
Music Therapy ◽  
Information Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Techniques ◽  
Case Based Learning ◽  
Therapy Education ◽  
Music Therapy Education ◽  
Case Based

Abstract Higher education traditionally focuses on didactic, or passive, teaching and learning techniques as these are efficient ways of conveying information to the students. However, passive learning places the responsibility for students’ learning on the instructor rather than the students themselves. Constructive learning techniques, such as case-based learning (CBL), give students opportunities to apply previous knowledge while constructing their own deep learning. The purpose of this article is to describe both the implementation and evaluation of a CBL unit in a junior-level undergraduate music therapy theories and methods course. The cohort study utilized student reflection papers, faculty observations, class materials, and a student survey to evaluate the impact of a behavioral health-focused CBL unit on information literacy, critical thinking skills, and student enjoyment of learning. Students answered both Likert-type and open-ended questions on these topics. Open-ended questions were analyzed using a directed qualitative content analysis. Students felt that the CBL unit was effective in increasing their information literacy and critical thinking skills, and they enjoyed the unit. According to survey results, the CBL developed several measured areas of student critical thinking skills, with the exception of the students’ abilities to analyze their own biases. The CBL unit appeared to be an effective and efficient way of simultaneously covering multiple learning outcomes and music therapy competencies. However, students did not perceive any changes in their ability to analyze their own biases which, based on previous psychology and sociology research, takes more than one isolated learning unit to address. Implications for music therapy education are addressed.

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