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Information Literacy Skills - Science topic

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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 :-)
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There is no digital literacy possible without advanced literacy and technical skills, i.e. tech-know-logical education and enlightenment operate as information selection system In the digitized cosmos of virtual reality. Am in line with
Jebunnesa Jeba and Áurea Gabriel , but I see digital literacy as tech-know-logical icing on the cake, with respect to advanced literacy and technical skills In physical reality.
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I'd love to see a rough sketch of how the task would go.
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  1. Give students raw data and ask them to write an argument or analysis based on the data.
  2. Have students explore and write about unfamiliar points of view or “what if” situations.
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Hello!
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!
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Dear Marek Dance
I tried to answer your question based on a valid source.
I hope to help you.
I will offer you this article:
THE INTERNET, INFORMATION, AND EMPOWERMENT
Meanwhile, this person can help you:
according to Starkey (2003), empowerment is discussed with increasing regularity, yet remains a contested concept which is often not clearly defined. An explanation for this could be diverse origins. As a concept, empowerment has its roots in a range of traditions, including among others, the civil rights, anti-racist and women’s movements and consumerism. Thus, empowerment holds varying meanings in a range of contexts with different underpinning assumptions and ideologies. In order to establish a theoretical framework, this paper will outline two competing discourses identified by Croft and Beresford (1995): the consumerist model of empowerment and the liberational model of empowerment.
Empowerment and Information
Information underpins both buyer and supplier power in the marketplace. Keh and Park (1988) suggest that information allows access to more products and allows individuals to learn about manufacturers and distributors, competitive offerings and prices. Pitt et al (2002) note that information incompleteness and information asymmetries do not provide conditions where individuals feel they have all the information to act, in a sense rendering them powerless The power of information is manifest in the relationship between consumers and professionals (such as health care professionals or financial services professionals).
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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,
Jerry Jacques
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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.
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Thanks for sharing Ljubomir.
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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
  1. could you share your opinions with me? 
  2. 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”
thanks Michelle Kraft 
thanks Faizul Nisha 
RUSA Professional Competencies for Reference and User Services Librarians  http://www.ala.org/rusa/resources/guidelines/professional
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Hi Yanan,
I did edit a book on this topic published in 2006. May be a bit old now but the reference is:  Dale, P., Holland, M., & Matthews, M., (eds.) 2006. Subject Librarians: Engaging with the Learning and Teaching Environment. Aldershot UK: Ashgate.
There might be some full text here [ https://books.google.co.uk/books/about/Subject_Librarians.html?id=ybt0ci_4esIC&redir_esc=y&hl=en ] and there are two chapters free online here [ http://eprints.bournemouth.ac.uk/1461/ ] and here [  http://eprints.bournemouth.ac.uk/196/ ]. It's a topic I haven't thought about for a while,  I will add an answer when I have a moment. BW Matt. 
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Please help me in framing the questionnaire on Information literacy skills for undergraduate students or share the draft format.
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The SAILS test is a nationally-recognized assessment of information literacy skills. Use our library skills test to determine how well your students can navigate the complex world of information. Using the SAILS information literacy test will allow you to identify strengths and weaknesses of your students' information literacy skills and will provide direction for your course in order to better develop the skills of your students.
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Please help me in framing the questionnaire on Information literacy skills for undergraduate students or share the draft format. 
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There is a growing view among information specialists that  information literacy training should be integrated into subject curricula rather than taught through generic courses. Are there any counter perspectives? 
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Interesting question and discussion. I think the context is important in choosing or planning generic literacy courses vs. embedding these into the subject courses. The context is complex though; it does not just depend on the subject but also the needs and expectations of the students, future employers, other stakeholders, the students' prior knowledge, and their current skills levels... There is also the issue of so-called explicit embedding vs implicit embedding, which has not been researched enough. I would think that students would be more comfortable with classes where literacy and research skills are implicitly or totally embedded, where they might receive learning support or development without realizing or without being assessed on those. I saw one source sometime ago (see link below - page 4 also has a table) that says explicit embedding would  work better, where the students are made frequently aware of the importance of those skills and regularly formatively assessed in terms of how they are progressing in those skills. So, the context and how we do the embedding seem worth thinking about. I also enjoyed reading everyone else's comments. 
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Having moved from a large to a small library I wonder about the effectiveness in terms of resources of face to face information skills teaching. Is there a better way? Is the concentration on teaching a distraction form the real business of delivering a Library and Knowledge Service? Do you agree? 
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I have noticed that those who have little experience in using a variety of search tools and databases struggle with longer sessions. Short, problem specific sessions are certainly good and always appreciated. Drawing together different search strategies in a longer session can leave the less experienced students confused. When students are travelling in for a session you try to make it worth the journey with the risk of overloading the student.
Is anyone doing enquiries live online, skype or adobe connect for example?
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Rapid Estimate of Adult Literacy in Medicine
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Rapid Estimate of Adult Literacy in Medicine
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Is your University teaching information literacy? How is it assessed? Methodology? ICT tools?
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Thanks for the answers.
I also find a paper that gives an overview of the methods currently applied for information literacy assessment: A. Walsh, « Information literacy assessment Where do we start? », Journal of Librarianship and Information Science, vol. 41, nᵒ 1, p. 19–28, 2009.
There is a large list of assessment types and resources available from: http://jfmueller.faculty.noctrl.edu/infolitassessments.htm
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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?
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I found these définitions from Buela-Casal (2010, http://www.ugr.es/~aepc/articulo/scientific.pdf)
Journal impact factor: This is calculated by dividing the total number
of citations made in one year to the papers published in a journal during the
two previous years, by the number of papers published in the journal during
that same 2-year period. Usually, this indicator only refers to the journals included
in the Web of Sciences (Buela-Casal, 2003; Garfield, 2003).
Advantages: Without doubt the most used and best known indicator in all
fields of scientific research. Used for assessing researchers, journals and institutions
in the majority of countries in the world.
Journal impact index: The same as the impact factor, except that it
also takes into account journals not included in the Web of Science.
Advantages: It is very useful for assessing and classifying many journals
not included in the Web of Science. It is particularly useful for cataloguing
national journals. See, for example, IN-RECS (http://ec3.ugr.es/in-recs/).
Disadvantages: The same as those described for the impact factor.