‘Informed’, ‘active’ and ‘engaged’? Understanding and enacting information literacy from a UK citizenship perspective

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be ‘informed’, ‘active’ and ‘engaged’ within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed ‘political literacy’. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed personal citizenship information landscapes, oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of ‘informed’, ‘active’ and ‘engaged’ citizens, as well as related concepts of information ‘wealth’ and ‘poverty’. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with ‘acceptable’ norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.

'...So Yeah, You Do What You Can ...': Exploring the Barriers to Women's Opportunities for Physical Activity

<p>This research was prompted by the Sport and Recreation New Zealand (SPARC) survey study Obstacles to Action: A study of New Zealanders Physical Activity and Nutrition 2006. The study found a segment of respondents who were too busy and too stressed to take part in physical activity with any regularity, 67% were women. This finding invites closer examination of the kinds of barriers that keep women from having opportunities for physical activity: Why is it difficult for women in the 'Busy and Stressed' segment to be able to participate in physical activity? Many studies of physical activity are conducted from a health perspective examined as a population measure assessed in terms of frequency, intensity and duration, and fail to consider the multiple influences that shape women's physical activity decisions. Missing from the literature so far has been a comprehensive look at the factors affecting women's participation in physical activity from the context of their daily lives. This thesis draws on key literature from feminism, leisure studies and psychology and looks specifically at the social and personal context that lies behind women's decision-making about participating in physical activity. My methodology was based in Feminism and guided by Ecological Theory. Data collected from three focus group discussions centered on personal, social and environmental themes engaged the participants in sharing experiences that influence their opportunities for physical activity. Nineteen women between the ages of 25 and 49 participated in the focus groups. Most of them were in situations where they were juggling partners, work, study, and children and therefore were similar to SPARC's busy and stressed segment, and were not getting the recommended amount of physical activity. Results show that while the women's attitudes and experiences of physical activity were very positive, and they mainly had good levels of support, there was little time or opportunity to be able to participate in physical activity with any regularity. Women continue to be over represented as inactive in physical activity research, however there is less research at present that includes the voices of women about the trade-offs, uncertainties and negotiations involved in their opportunities to be physically active. This study addresses what I see as a significant gap in the research.</p>

'...So Yeah, You Do What You Can ...': Exploring the Barriers to Women's Opportunities for Physical Activity

<p>This research was prompted by the Sport and Recreation New Zealand (SPARC) survey study Obstacles to Action: A study of New Zealanders Physical Activity and Nutrition 2006. The study found a segment of respondents who were too busy and too stressed to take part in physical activity with any regularity, 67% were women. This finding invites closer examination of the kinds of barriers that keep women from having opportunities for physical activity: Why is it difficult for women in the 'Busy and Stressed' segment to be able to participate in physical activity? Many studies of physical activity are conducted from a health perspective examined as a population measure assessed in terms of frequency, intensity and duration, and fail to consider the multiple influences that shape women's physical activity decisions. Missing from the literature so far has been a comprehensive look at the factors affecting women's participation in physical activity from the context of their daily lives. This thesis draws on key literature from feminism, leisure studies and psychology and looks specifically at the social and personal context that lies behind women's decision-making about participating in physical activity. My methodology was based in Feminism and guided by Ecological Theory. Data collected from three focus group discussions centered on personal, social and environmental themes engaged the participants in sharing experiences that influence their opportunities for physical activity. Nineteen women between the ages of 25 and 49 participated in the focus groups. Most of them were in situations where they were juggling partners, work, study, and children and therefore were similar to SPARC's busy and stressed segment, and were not getting the recommended amount of physical activity. Results show that while the women's attitudes and experiences of physical activity were very positive, and they mainly had good levels of support, there was little time or opportunity to be able to participate in physical activity with any regularity. Women continue to be over represented as inactive in physical activity research, however there is less research at present that includes the voices of women about the trade-offs, uncertainties and negotiations involved in their opportunities to be physically active. This study addresses what I see as a significant gap in the research.</p>

Teachers’ beliefs and practices when teaching life sciences using their second language

African township schools are characterised by cultural and linguistic diversity, hence, teachers have the dual task of ensuring that learners grasp scientific concepts, while also catering for the diversity in the learners’ backgrounds. The study reported on here was aimed at investigating teachers’ beliefs and practices in teaching life sciences using English, a language that is not their own home language. The study was underpinned by a socio-constructivist perspective, emphasising how one’s personal context, including prior experiences, influences the development of beliefs about language use in life sciences classes and the manner in which teaching and learning might occur. The sample comprised 6 teachers who all spoke English as a second language. We collected the data using structured interviews to ascertain the teachers’ beliefs about the teaching of life sciences in English to Grade 11 classes, and classroom observations to identify their classroom practices. The findings indicate that the beliefs that the teachers expressed differed from their actual choices and practices in the lessons observed.

Análisis de la política de inclusión educativa en la educación media en el Ecuador

This paper makes a review of the educational inclusion policy in secondary education institutions. The classification of the current regulations that the Ecuadorian State has to guarantee the right to quality inclusive education, as well as the pre and post pandemic educational policy, is made to compare the strengths and weaknesses of the inclusive curriculum in force in Ecuador. A systemic review of the literature was carried out using the descriptive method. The main results all show that educational inclusion is a citizen's right in which equal opportunities are for and all regardless of the social, economic, political and personal context promoted by the principles of equality. In this sense, the implementation of inclusion policies in education plays a fundamental role, since education has significant relevance in the construction of a just and equitable society. It is concluded that inclusion is a social action that demands the commitment and responsibility of governments, the educational community and the family for the development of a more just, inclusive and inclusive society.

Research by Psychiatric Trainees and Early Career Psychiatrists—Results of a Survey From 34 Countries in Europe

Clinical psychiatric practice should be intricately linked with research work. Although psychiatric trainees and early career psychiatrists (ECPs) are in the frontline of clinical services, little is known about how much access they have to research opportunities. A semi-structured questionnaire of 35 questions—exploring research goals achieved, facilitators and barriers as well as personal context—was sent to psychiatric trainees and ECPs across Europe. The survey was disseminated through the local committees of the main professional psychiatric societies in Europe. A total of 258 individuals working in 34 European countries participated. The majority (69.8%) were psychiatric trainees within training in adult psychiatry. Most participants (69.0%) were highly interested in research, but faced major obstacles toward their research activities, such as lack of time and funding. They were highly satisfied with mentoring and publishing papers. Only half of the participants, however, had already published a scientific article, and only a few have been able to contribute to randomized clinical trials (20.9%). A large proportion of participants (87.2%) reported to conduct research after or during a mixture of working hours and after working hours. Only one tenth ever received a grant for their work. These findings highlight that the key barriers for the performance of research are lack of time and funding. Psychiatric trainees and ECPs are motivated to perform research but need support and regular opportunities.

Medical cannabis or cannabinoids for chronic pain: a clinical practice guideline

Clinical question What is the role of medical cannabis or cannabinoids for people living with chronic pain due to cancer or non-cancer causes? Current practice Chronic pain is common and distressing and associated with considerable socioeconomic burden globally. Medical cannabis is increasingly used to manage chronic pain, particularly in jurisdictions that have enacted policies to reduce use of opioids; however, existing guideline recommendations are inconsistent, and cannabis remains illegal for therapeutic use in many countries. Recommendation The guideline expert panel issued a weak recommendation to offer a trial of non-inhaled medical cannabis or cannabinoids, in addition to standard care and management (if not sufficient), for people living with chronic cancer or non-cancer pain. How this guideline was created An international guideline development panel including patients, clinicians with content expertise, and methodologists produced this recommendation in adherence with standards for trustworthy guidelines using the GRADE approach. The MAGIC Evidence Ecosystem Foundation (MAGIC) provided methodological support. The panel applied an individual patient perspective. The evidence This recommendation is informed by a linked series of four systematic reviews summarising the current body of evidence for benefits and harms, as well as patient values and preferences, regarding medical cannabis or cannabinoids for chronic pain. Understanding the recommendation The recommendation is weak because of the close balance between benefits and harms of medical cannabis for chronic pain. It reflects a high value placed on small to very small improvements in self reported pain intensity, physical functioning, and sleep quality, and willingness to accept a small to modest risk of mostly self limited and transient harms. Shared decision making is required to ensure patients make choices that reflect their values and personal context. Further research is warranted and may alter this recommendation.

PEMANFAATAN MEDIA THINGLINK UNTUK MENGEMBANGKAN LITERASI SAINS SISWA DALAM PEMBELAJARAN IPA SAAT PANDEMI DI MTs N 34

This study aimed to determine the use of thinglink media for the development of scientific literacy in science learning during the pandemic. This type of research is a classroom action research with a qualitative descriptive method. The data obtained show that 29 students of grade 7.3 can understand scientific literacy with moderate and high qualifications of 40%. The understanding of scientific literacy in this qualification is in the aspect of students' abilities in a personal context and scientific attitudes in support of inquiry activities. Meanwhile, students' abilities in evaluating and designing scientific investigations and interpreting scientific evidence and data are still in low qualification (60%). The ratio of values in cycles 1 and 2 is 40%: 51%. The selection of the right measuring instrument to be embedded in the thinglink media dramatically affects the learning process and measures students' understanding of scientific literacy during the pandemic.

Gjin taalsoarch yn de soarch. De rol fan Frysk en Meartaligens yn de soarch- en wolwêzenssektor yn Fryslân

This article discusses how university-level healthcare and welfare course programs in the official bilingual Province of Friesland/Fryslân can best be aligned with healthcare practice regarding the use of Frisian and the inclusion of other forms of multilingualism. 15 interviews with healthcare and welfare professionals confirm previous findings on the significant role of minority languages in the healthcare and welfare sector. When minority languages, such as Frisian, are used the bond between healthcare recipient and care provider is strengthened and the patient is better able to communicate. However, the 9 interviews with lecturers, directors and team leaders of healthcare and welfare programs in Fryslân show that these pay little attention to Frisian and multilingualism in their curriculum. At the same time, it appears that those involved in the teaching understand the importance of addressing communication in Frisian and other languages and recognise that this aspect should be embedded in courses that focus on properly connecting with the personal context of the care recipient. These results will be discussed by providing recommendations for healthcare and welfare programs in higher education on how to incorporate minority languages, in particular, and multilingualism, in general.