Recently, the global information and educational space has been constantly and intensively enriched with new phenomena and forms of their presentation that needs to be comprehended and analyzed. Over the past few months the authors of the article have chosen a specific segment of Facebook network and have tracked a small part of this global […]
In this workshop, we will share our experience, in the UK, of developing a national coordination body to advocate for media and information literacy (MIL), encourage capacity-building and help to build the MIL evidence base. We would like to compare our approach with similar or related initiatives in other countries and to use the workshop
Construire une alliance nationale pour l'éducation aux médias et à l'information Lire la suite »
Were you taught how to ask questions? The facilitators of this session were not, even though we have learned over time to develop effective research questions when conducting our own research and helping others with theirs. The Research as Inquiry frame from the ALA Association of College & Research Libraries’ Framework for Information Literacy centers
Poser des questions est un art : Apprendre aux élèves à poser de bonnes questions Lire la suite »
If students are doing independent research projects for their thesis, basic data management skills should be part of their curricula. Also reusing existing data requires understanding of data citation and management. Both Bauder (2021) and Marzal and Prado (2013) consider data literacy as part of information literacy. Bauder continues that data related skills are a
Maîtrise des données pour le niveau Master à l'Université d'Helsinki Lire la suite »
Information literacy is something that all libraries strive to provide for their patrons, students, and community members. What most people don’t think about is that information literacy is something that we all do every day, whether it is watching television or getting information from social media, we consume information constantly. While we constantly consume, we
Information literacy is extremely relevant in academic education for prospective researchers, teachers and future entrepreneurs. DigComp 2.2 ((Vuorikari, R. et al., 2022) offers many examples of knowledge, skills and attitudes desirable for information and data literate citizens and workers, many related to the retrieval and management of documents, both analogic and digital. Such competences should
Over 85% of students doing their Masters’ degree in Finnish Universities of Applied Sciences are over 30 years old (Education Statistics Finland 2022), usually meaning that some time has passed since their first degree. When returning to studies, their information literacy (IL) skills need updating to help them use the current databases and search portals
I completed a PhD in Information Literacy (IL) at UiT The Arctic University of Norway in November, 2022. Two of my research questions were: I developed four tools to quantitatively measure students’ IL knowledge, skills, and interest. In addition, I interviewed students to gain insight into their perceptions of their development as information literate individuals.
This paper describes how the Czech National Library of Technology in Prague (NTK) maps the information needs of its patrons and how it addresses the gaps in information literacy (IL) that (re-)appear in successive educational stages. In the past five years, NTK information specialists have provided individual consultations to 644 students and researchers and organized
Often learners enter the learning environment apprehensive of their ability to navigate the new skills and doubting the validity of their prior experiences. How do we help learners overcome this deficit thinking? Is there a way to connect everyday experiences with information literacy? Can we present information literacy instruction in a way that empowers learners
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