Information Literacy Skills - Science topic

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.

Dear Marek Dance

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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.

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).

Thanks for sharing Ljubomir.

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. 

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.

Check this as well

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. 

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?

Rapid Estimate of Adult Literacy in Medicine

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

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.