Questions related to Information Literacy
Dear peers, comments and ideas welcome. If you don't mind, hope you can also share your projects / papers on digital literacy or skills. We're looking to study this in 2021. Thanking all of you in advance :-)
"People often prefer (ask for) more information but might ignore their difficulty of understanding, using, and acting (appropriately) on this information."
Does anyone have literature/ experimental evidence on this?
I know about the literature on information avoidance. I am looking more for evidence that people request (costly) information that they deem helpful but they would not request if they were aware that they would not use it because they would, e.g., misinterpret it.
Thanks in advance
I'm currently conducting research looking at the information needs of hospital patients. My research questions are:
a) what are patients' experiences of receiving information in acute hospital?
b) what are patients' early information needs?
I'm using Braun & Clarke's (2006; 2019) reflexive method of thematic analysis, which states that themes represent "patterns of meaning across a dataset", rather than being organised as answers to specific questions. While I have a number of themes that meet these criteria, I believe it would also be clinically relevant to have sections entitled "most useful sources of information", and "most important information topics". However I'm worried that these may be viewed as "under-developed themes". If anyone has any guidance on this it would be greatly appreciated.
Today, media and information are omnipresent and no longer restricted to print and broadcast delivery, news and information are now accessible anywhere, at any time, to people around the globe. Media and information literacy begins with the creation of content, based on a collection of raw data. Media of all kinds, across all platforms, have become so integrated into modern life that their presence and influence are not always noticeable. I feel all universities should offer Media and Information Literacy course to their graduate students / PhD scholars to improve their research skills and enhance the overall quality of their research and presentation and publishing. I feel it should be part of the pre-PhD coursework so all students must undergo this course. I want your responses and also share your research results in this area.
Thanks & Regards,
Prof. CK Ramaiah
I would like to know what newspapers, journals or magazines are actually developing or offering any Media and Information Literacy services or tools. I'm trying to develop a section of media and information literacy in a peruvian newspaper and I would like to have some kind of model to base my work on. For that matter, I will be doing a little research by analysing those media outlets. Thanks everyone.
I'm looking for some conceptual literature and empirical studies regarding differences between information literacy and information empowerment. In particular, I'm interested in the organizational context, maybe with some cognitive vs. affective paradigm that set conceptual line/boundary between this two concepts.
I have to admit that databases search it did not bring satisfying results and I count on your expert knowledge.
Thank you in advance!
I have recently completed an exhaustive assessment of information literacy competency of social science researchers on various variables.
Collaborator is required to further work on the concept.
Dear RG community,
I'm currently working on a literature review and I'm looking for information literacy conceptual frameworks and standards. I'm looking for contribution proposed in the scientific literature in information science (or related fields) or proposed by educational institutions or information professionals institutions (e.g SCONUL, ACRL...). I'm interested in any contributions that defines/describes the nature/scope/levels of competences/skills/knowledge/etc...that should be mastered by individuals to be "information literate". I'm also interested in any contribution from other fields (e.g media literacy, digital literacy...) if they are related in some ways with questions of human-information interaction. I'd like to discover contributions from any country if an english/french version is available.
Thanks in advance for your help,
My current research looks also into the relationship between information and knowledge. Thinking of the information pyramid. Data > Information > Knowledge > Wisdom. I'm searching for (fundamental or recent) literature that examines students behavior to transfer information to knowledge.
I''m currently involved in the preliminary research of a project in the higher education field. We see that students use a variety of media (i.e. blogs, Youtube, MOOCs) to access and assess information. Social media is now predominant when it comes to information and knowledge sharing. To understand the impact of these technological and digital changes on students' learning trajectories, we started to formulate questions that guide our research:
- What significant changes is the information landscape undergoing with respect to new types and forms of knowledge resources such as open educational resources?
- What has changed in the information load and the way students perceive this?
- How do students tend to acquire and process information in the changing information world and how do social- and other media influence this?
- What are current high profile (technical) developments, for example in artificial intelligence, and what impact do they have on the way information is provided and how can students learn to process this information??
I'am keen to here your (teaching) experiences and/or (academic) resources that might help to answer the above-mentioned questions.
I'm trying to scope the variety of different types of literacies included in scholarly discussions. Below, I have listed the ones I have found so far. If any of You have some additional examples I could add to the list (reference would be nice) I'd delighted to hear about those.
Thanks in adavance,
Media literacy, computer literacy, critical literacy, information literacy, game literacy, social literacy, health literacy, physical literacy, emotional literacy, network analysis literacy, financial literacy, workplace literacy, functional literacy, visual literacy, digital literacy
I am conducting a study about the digital literacy and competency of Pakistani Library professionals due to this I need supportive research?
A digital badge is a visual representation that signifies a specific achievement with detailed metadata attached. A popular comparison relates digital badges to their precursors in videogames or to their analog Girl/Boy Scout counterparts. In this sense, completing tasks, being recognized for accomplishments, collecting badges, and cooperation or competition adds a game-based layer to this method of visually tracking progress. Using digital badges in higher education can map student learning to course outcomes, program requirements, or institution-wide curriculum initiatives (possibly accreditation). This is of significance to academic libraries for teaching information literacy and explicitly integrating it throughout the curriculum.
Acting as a librarian in a university library, one of the key issues is the acquisition by the users of informational competencies. We have discussed a lot the variety of concepts on the topic of literacy sometimes called, sometimes competence, or ability. We consider very important to reflect on the conceptual determinations, but we left some previous questions: how is the training of the librarian for such competence? There have been a didactic training to fulfill this educational facet of the librarian role? As the institution where I work, we are still in the initial process, I have need to know about the practices that have been developed in the libraries and how librarians have been related to continuing education.
Which NLP library among the following ones below is the most mature and should be used in a scaled project of text processing.
In my project I am designing a full infrastructure of unstructured text processing, and there are scenarios where none of the available libraries can be leveraged, therefore I am implementing my own solution, however, I want to make evaluation against the current state of the art NLP libraries. and I want to pick up the most mature ones.
- Natural Language Toolkit (NLTK)
- Stanford NLP
- Machine Learning for Language Toolkit (MALLET)
Thank you in advance.
What kinds of competences a subject librarian should have?
What professional competences should librarians have in order to provide more professional, more comprehensive and efficient services for students and teachers in their learning, teaching and research? What skills and techniques should librarians master in order to keep pace with the rapid development of information technology, and to facilitate libraries’ smooth transition from the traditional self-access resources (of both paperbacks and e-resources) and study-space provider to knowledge service?
Maybe i ask the similar question with Thoriq Tri Prabowo , but we are really different
- could you share your opinions with me?
- and could you introduce some other standards?
thank you very much
A means skill, or ability
B subject librarian maybe has other names, such as, business librarian, law librarian, Research Support Librarian, Teacher Librarian or others
C could you introduce some other standards? exclude
SLA 2003 “Competencies for Special Librarians for the 21st Century”
RLUK 2012 “Re-skilling for Research”
ALIA 2013 “Work Level guidelines for library and information services” \“Standards of professional excellence for teacher librarians”
OPM 1994 “Position Classification Standard for Librarian Series，GS-1410”
FLICC 2008 “Federal Librarian Competencies”
ALA 2009 “Core Competences of Librarianship”
CTC 2011 “Teacher Librarian Services Credential and Special Class Authorization in Information and Digital Literacy Program Standards”
ALA 2013 “Transforming Liaison Roles in Research Libraries”
CARL 2014 Core Competencies and academic librarians
OCLC WebJunction 2014 “Competency index for the library field”
CILIP Academic librarians Skill http://www.cilip.org.uk/cilip/jobs-careers/types-job/librarian-roles/academic-librarian
thanks Michelle Kraft
thanks Faizul Nisha
RUSA Professional Competencies for Reference and User Services Librarians http://www.ala.org/rusa/resources/guidelines/professional
It seems that there are various opinions about the "secondary education curriculum and higher education courses in information literacy education is the ability to be fixed." What are positioned and how the curriculum in the area of everyone, thankfully and us teach you.
① native language recognized as "the ability to others can be a possible writing legible" in the operation capability of the do you think need how much? Does it not believed to be important because in the Internet community there is a selection from the typing and the pivot?
② to ask you about the part of the "computer literacy" that occupies a certain weight in the information literacy education. In the case of PC skills, do you captured with the ability to make full use of the keyboard, or, do you capture that it is the ability to select a tablet? Also, why is it that thinks so?
I, these will analyze how the guidelines of information literacy education in the region of you, want to know whether they are positioned in the developmental stage. I think that the literature also want to introduce, if possible.
I am wondering how others use Bruce's informed learning approach to information literacy in their instructional work/programming. This could involve using one of the models that are part of informed learning, such as the 6 Frames of IL, or GeST Windows, or something more holistic.
Bruce, C. (2008). Informed learning. Chicago: ALA.
Bruce, C. S., Edwards, S. L., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. ITALICS (Innovations in Teaching and Learning Information and Computer Science), 51(1), 1–18.
Lupton, M., & Bruce, C. S. (2010). Windows on information literacy worlds: Generic, situated and transformative perspectives. In A. Lloyd & S. Talja (Eds.), Practicing information literacy: Bringing theories of learning, practice and information literacy together (pp. 4–27). Wagga Wagga, N.S.W.,: Centre for Information Studies, Charles Sturt University.
Attached questionnaire is provided to determine evaluating indicators of information literacy instruction models. Please help the researcher by investigate and judgment content and face validity of the indicators. Please determine the suggested indicators what extent assess information literacy models. If you think the suggested indicators should be corrected, please modified the indicators or suggestions related to the indicators mentioned in the description. I am appreciative for spending time, attention and accuracy for responding.
PhD candidate, Department of Knowledge and Information Science, Hamedan brench
Sparrow et al (Science, 2011, v333, p776) suggest that Google has become a primary form of transactive memory. But I would argue that these information memory systems have always underpinned information literacy teaching and Google is just the latest popular manifestation of externalized transactive memory in action.
I have developed a questionnaire to assess healthy and unhealthy practices in Information literacy. For categorizing the data into three categories, what term will be appropriate to express a condition that is neither healthy nor unhealthy( that sounds like indifferent)
Following the recommendations made by UNESCO as steps before adapting the MIL curriculum for teachers, I will conduct a research to determine the level of implementation of the Media and Information Literacy in a Master of Teaching on Secondary and High School (A levels) in Spain. It is to identify the competence on MIL acquired by students through the Masters and also teachers attitudes, needs and wishes, as well as to analyze the contextual conditions. It would therefore be useful to know the different experiences of ‘MIL curriculum for teachers’ adaptation that have been carried out at other universities. Any information you can give me will be very welcome.
I am interested in knowing if anyone has applied or has come across any articles using this approach for information literacy or digital literacy sessions. It would be particularly interesting to know if the examples used other materials other than video or screencasts. I am interested in knowing about the advantages as well as disadvantages as I am thinking of applying the technique in a new post in an academic library.
There are first studies and results on the impact of information literacy showing that teaching information literacy has got an measurable outcome. But what works in teaching information literacy? Which methods is effective or ineffective teaching a certain aspect of information literacy? Are there studies, working papers or research projects on getting an insight into the effectivety of the teaching methods for information literacy?
I want to begin an assessment program at the college to assess information literacy in baccalaureate program of nursing education. I am interested to hear what others have experienced using the Fresno Test.
Critically thinking nurses provide safe, proficient, culturally sensitive care. Information Literacy/Competency is a requirement to the development of critical thinking skills. Nurses need to be information literate, in-order to be prepared to critically think in the fast paced clinical setting, for the provision of exceptional care.
LIS professions are rapidly changing, so there exists a continuous demand for new skills and literacies. What skills, competences and qualifications should LIS students acquire during their studies? What are expectations of students and employers in relation to curriculum and programs, topics and classes, their qualifications and skills acquired?
I'm going to submit a research article to a journal. One has an impact index (4.57) while another journal has an impact factor (0.785). So I am a little confused about the impact index and impact factor, can anyone suggest which one of the journals is preferred for submitting my research article?
I'm interested in the way the children aged 0-3 learn to "read", or rather get in the contact with the book from the birth. Does anyone know the projects in your countries (besides Bookstart and all its worldwide branches) using emergency literacy?