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Information Literacy Teaching - 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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If one has a (maybe transient) link to an open access version of a paper, how can we post it? Of course one can upload the unedited manuscript, but we all know that the edited one is much nicer to read...
We published one apper and I got a link, but dont know where to post it:
I can't post it as supplement (file needed), nor anywhere on the article page and there is no format which can be used to created a new contribution...
I found a similar question but without a usable idea (besides building a document including the link)
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Best way to link your article by giving DOI info.
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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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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.
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Nick
Many thanks for this. 
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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.
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Thank you very much for the information. I found the course in the second semester of the Master of Library Science. I would like to know the course program and the name of the guest teachers who teaches (not shown). In any case do you know of a course that is specifically programmed for the training of secondary school teachers?
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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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Rapid Estimate of Adult Literacy in Medicine
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Rapid Estimate of Adult Literacy in Medicine
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Thesis:
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.
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Thank you Caryl for the reply. The more I study and learn about Evidence-Based Practice the more I am convinced that a nurse (or for that matter any practitioner) cannot practice using evidence without having strong information literacy skills. Other health professionals enter the practice field with Master's or Doctorate level of education. This prepares them to implement evidence into practice using their information literacy skills that have been honed in the extended preparation to practice. As you have pointed out, nurses are so grounded in the intensive learning of the sciences, pharmacology, nursing care fundamentals, assessments, care of patients in the specialties, epidemiology, community health, management and prep for the state boards there is little time left to emphasize the importance of developing inquiry skills, information management (beyond the EMR), evaluation of research, comparisons of qualitative and quantitative research, and critical appraisal of practices. It is probably 3-5 years after graduation that nurses are ready to begin asking questions and evaluating practice. And we know that about 25% of graduates will have left the profession by then.
Possibly two things may happen if there was a greater emphasis on evaluating information literacy skills:
1. Improved Critical Thinking, so that less emphasis could be placed on practicing taking the NCLEX and more on developing problem evaluation/solving/reasoning skills; thereby resulting in better NCLEX pass rates
2. Graduates identify nursing as a profession with a unique scope of practice, met by no other professional group thereby lifting morale, courage and fortitude of new graduates to be active participants/contributors in a collaborative care team. Possibly these two outcomes from improved information literacy skills will spur the profession forward. The problems is making the connection.
As you may have found in your practice, it is difficult to get nursing faculty beyond seeing information literacy as either effective database searching, efficient computer skills or proficient use of citation. The result is that it is difficult to implement evaluation of the skill beyond those areas with the faculty. There needs to be a close collaboration.
I would suggest a review of A New Curriculum for Information Literacy as the place to start: https://www.youtube.com/watch?v=vY-V2givIiE
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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 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?
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Thank you Elna, this is very helpful. I'm definitely interested in exploring emergent literacy concept, so I'll gladly check literature recommended by you.