Information Literacy and Instruction: Making a Place for Makerspaces in Information Literacy

In recent years, many libraries have experimented with the idea of creating makerspaces in their facilities. Library makerspaces provide patrons with opportunities to experiment not only with different technologies, but with different ways of thinking. In this column, Leah Mann explores the relationship between making and information literacy and describes how librarians can use makerspaces to create unique pedagogical opportunities to develop practical real-world skills, build problem-solving abilities, and enhance knowledge transfer. She explains how the maker movement can affect not only school libraries, but other types of libraries as well.—Editor

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GrameStation: Specifying Games with Graphs

10.5753/sbie.2021.218639 ◽

2021 ◽

Author(s):

Braz Araujo da Silva Junior ◽

Simone André da Costa Cavalheiro ◽

Luciana Foss

Keyword(s):

Science Education ◽

Problem Solving ◽

Computer Science ◽

Computer Science Education ◽

Computational Thinking ◽

Graph Grammar ◽

Mathematical Formalism ◽

Maker Movement ◽

Game Engine ◽

The Maker Movement

This paper presents a platform for creating games using graphs. The proposed game engine is based on a mathematical formalism called Graph Grammar. It aims to rescue, within computer science education, the stage of specification, that precedes programming. The proposal is aligned to the trends of the problem-solving focus, development of computational thinking, use of visual languages, game-related environments and the maker movement. The structure of the platform and the creation/execution of an example game are described and a brief discussion about specification in computer science education is given.

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Nursing Students’ Acceptance Intention of a Smart Device, Information Literacy, and Problem-Solving Confidence

Healthcare ◽

10.3390/healthcare9091157 ◽

2021 ◽

Vol 9 (9) ◽

pp. 1157

Author(s):

Eun-Jin Choi ◽

Jeong-Hye Park ◽

Se-Won Kang

Keyword(s):

Nursing Students ◽

Problem Solving ◽

Information Literacy ◽

Odds Ratio ◽

Smart Device ◽

Educational Strategies ◽

Two Cities ◽

Literacy Scores ◽

The Relationship ◽

Confidence Data

The purpose of this study was to investigate the relationship between nursing students’ acceptance intention of a smart device, information literacy, and problem-solving confidence to explore the factors that may improve nursing students’ problem-solving confidence. Data were collected from 450 nursing students between July and August 2019 in two cities in Korea. The results showed that there is a positive correlation between problem-solving confidence and acceptance intention (r = 0.353, p < 0.001) and between problem-solving confidence and information literacy (r = 0.501, p < 0.001). Further, participants with high acceptance intention of a smart device and information literacy scores had significantly higher problem-solving confidence (t = 5.447, p < 0.001; t = 10.072, p < 0.001) than participants with low acceptance intention. In addition, in the logistic regression the odds ratio between the acceptance intention of a smart device, information literacy, and problem-solving confidence groups was odds ratio 2.071 (p < 0.001, CI: 1.412–3.037) and odd ratio 4.966 (p < 0.001, CI: 3.298–7.477). To improve nursing students’ problem-solving confidence, educational strategies should be developed to build information experience and information utilization capabilities.

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The Maker Movement and Learning in School Libraries

10.31229/osf.io/ungxk ◽

2020 ◽

Author(s):

Kimberly Hirsh

Keyword(s):

Young Adult ◽

School Library ◽

School Libraries ◽

Empirical Literature ◽

Learning Activity ◽

Library Services ◽

Maker Movement ◽

Learning Labs ◽

Urban Libraries ◽

The Maker Movement

Makerspaces and making activities are proliferating in school libraries. The practitioner literature is replete with books (Preddy, 2013b), blog posts (Hamilton, 2012a, 2012b), conference papers (Houston, 2013), and articles (Buerkett, 2014; Canino-Fluit, 2014; Craddock, 2015; Daley & Child, 2015; Graves, 2014; Houston, 2013; Kurti, Kurti, & Fleming, 2014a, 2014b; Loertscher, 2012, 2014, 2015, 2015; Moorefield-Lang, 2015a, 2015b; Preddy, 2013a; Range & Schmidt, 2014; Thompson, 2014) describing how school librarians can leverage the “Maker Movement” to increase engagement, enhance inquiry-driven learning, and build community in their school libraries. While this abundance of practitioner literature indicates that there is a bottom-up demand for information about how to make the most of school library makerspaces, there is also a top-down push for creating these spaces for learning. This emphasis is evident in President Obama’s Educate to Innovate program (“Educate to Innovate,” n.d.) and its collaboration with the Maker Education Initiative, the Institute of Museum and Library Services Learning Labs in Libraries and Museums program (Association of Science-Technology Centers & Urban Libraries Council, 2014), and the Young Adult Library Services Association’s creation of a Making in the Library Toolkit (Young Adult Library Services Association, 2014). In one survey of youth-oriented makerspaces, 39% of respondents indicated that their makerspaces were located in schools (Peppler, Maltese, Keune, Chang, & Regalla, 2015a). Litts (2015) points out that, while there is both popular demand and institutional support for makerspaces, “Researchers and practitioners are co-opting making as a learning activity without fully understanding the communities and cultures in which [it is] practiced” (p. 54). An emerging body of empirical literature has begun to address this disconnect; this literature review and the proposed study contribute to this body of literature by investigating whether school library makerspaces are rooted in the community and culture of the larger Maker Movement.

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The Comparison of Students’ Self-Assessment, Gender, and Programming-Oriented Spreadsheet Skills

Education Sciences ◽

10.3390/educsci11100590 ◽

2021 ◽

Vol 11 (10) ◽

pp. 590

Author(s):

Tímea Nagy ◽

Mária Csernoch ◽

Piroska Biró

Keyword(s):

Problem Solving ◽

Knowledge Transfer ◽

Real World ◽

The Other ◽

Programming Approach ◽

Self Assessment ◽

Surface Approach ◽

Classroom Activities ◽

Real World Problem ◽

Level Of Understanding

Previous research proved that teaching spreadsheeting from a programming perspective is much more effective than the widely accepted tool-centered surface approach methods. Spreadsheeting as an introductory programming approach allows students to build up schemata leading to contextualized, concept-based problem-solving. Furthermore, it provides tools for real-world problem-solving in other disciplines, and supports knowledge-transfer to database management and “serious” programming. The present study provides the details of a nationwide testing of Grades 7–10 students on how they evaluate their spreadsheet knowledge, which classroom activities form their self-assessment values, and the results of three spreadsheet tasks evaluated by the SOLO categories of understanding. The comparison reveals that most students’ spreadsheet knowledge is pre-structural. On the other hand, they assess themselves much higher, which is primarily based on the number of activities carried out in classes. Traces of conscious problem-solving and knowledge-transfer within the scope of spreadsheeting are hardly detectable, while knowledge brought from mathematics is recognizable. In general, we found proof that the pieces of knowledge remain unconnected, not allowing students to reach the relational level of understanding and build up long-lasting knowledge.

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The Relationship Between Explicit and Implicit Processes in Insight Problem Solving

PsycEXTRA Dataset ◽

10.1037/e633262013-709 ◽

2013 ◽

Author(s):

Hiroaki Adachi ◽

Sachiko Kiyokawa ◽

Toshihiko Matsuka

Keyword(s):

Problem Solving ◽

Implicit Processes ◽

Insight Problem ◽

Insight Problem Solving ◽

The Relationship

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İNSAN KAYNAKLARI YÖNETİCİLERİNİN LİDERLİK TARZI, YARATICI PROBLEM ÇÖZME KAPASİTESİ VE KARİYER TATMİNİ ARASINDAKİ İLİŞKİLERİN ARAŞTIRILMASI: AMPİRİK BİR ÇALIŞMA

Business And Management Studies An International Journal ◽

10.15295/bmij.v4i3.5 ◽

2016 ◽

Vol 4 (3) ◽

Author(s):

Hüseyin YILMAZ

Keyword(s):

Problem Solving ◽

Human Resources ◽

Leadership Style ◽

Career Satisfaction ◽

Leadership Behavior ◽

Future Research ◽

Creative Problem Solving ◽

Democratic Leadership ◽

Creative Problem ◽

The Relationship

The aim of this study is the creative problem-solving capacity of the organization with leadership behaviors of human resources managers and employees to examine the relationship between career satisfaction and is tested empirically. Research within the scope of the required data structured questionnaire method, operating in the province of Aydin was obtained from 130 employees working in five star hotels. Democratic leadership style according to the factor analysis, easygoing, participants converter, and releasing autocratic leadership dimensions were determined. According to the analysis, the dependent variable with a significant level of research and positive leadership style has been determined that no relationships. Regression analysis revealed that the leadership of the relationship with the creative problem-solving capacity of democratic leadership in style when found to be stronger than other leadership styles, while the variable describing the career of the employee satisfaction level of the maximum it was concluded that the creative problem-solving capacity of the organization. Research in the context of human resources on the very important for organizations, leadership behavior, creative problem-solving capacity and career satisfaction studies analyzing the relationships between variables it seems to be quite limited. The discovery by analyzing the relationship between the aforementioned variables, can make significant contributions to knowledge in the literature and are expected to form the basis for future research.

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