Search (3946 results, page 1 of 198)

  1. Bruce, C.S.: ¬The relational approach : a new model for information literacy (1997) 0.20 
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    Abstract
    The dominant approaches in information literacy scholarship and research conflict with constructivist approaches to learning preferred by educators. Proposes an alternative, 'relational', model of information literacy which reveals a picture of information literacy that is constructed in terms of varying relations between people and information. These relations are captured in 7 categories, graphially conveyed through awareness structures, which together represent information literacy as it is experienced. Information literacy education may be interpreted as helping people to experience information use differently. This model demonstrates that: the meanings associated with information literacy by information professionals may not be shared by users; the experienced meaning of information literacy is fluid and contextually bound; and, understanding of information literacy and related concepts will deepen if the experience of information users is given priority in research. Proposes an agenda for information literacy research based upon the relational approach
    Source
    New review of information and library research. 3(1997), S.1-22
  2. Gilster, P.: Digital literacy (1997) 0.18 
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    Footnote
    Rez. in: Online and CD-ROM review 22(1998) no.5, S.350-351 (P. Bradley)
  3. Information literacy : a position paper on information problem solving; American Association of School Librarians Position Statement (1995) 0.18 
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    Abstract
    Adopted and formatted in 1994 and reprinted with the permission of the American Association of School Librarians. Information literacy is the term being applied to the skills of information problem solving. Identifies the key elements of information literacy and presents a rationale for integrating information literacy into all aspects of the K-12 and post secondary curriculum
    Date
    11. 4.1996 14:22:40
  4. Kuehn, E.F.: ¬The information ecosystem concept in information literacy : a theoretical approach and definition (2023) 0.16 
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    Abstract
    Despite the prominence of the concept of the information ecosystem (hereafter IE) in information literacy documents and literature, it is under-theorized. This article proposes a general definition of IE for information literacy. After reviewing the current use of the IE concept in the Association of College and Research Libraries (ACRL) Framework for Information Literacy and other information literacy sources, existing definitions of IE and similar concepts (e.g., "evidence ecosystems") will be examined from other fields. These will form the basis of the definition of IE proposed in the article for the field of information literacy: "all structures, entities, and agents related to the flow of semantic information relevant to a research domain, as well as the information itself."
    Date
    22. 3.2023 11:52:50
  5. Iyer, H.; Guadrón, M.: Older adults and eHealth literacy : challenges to knowledge representation (2014) 0.14 
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    Abstract
    This paper discusses ehealth literacy for older adults, in particular the issues relating to knowledge organization and representation. A Delphi study was conducted and participants included gerontological nurses, nursing faculty, state long-term care ombudsmen, and health sciences / medical /consumer health librarians. This study brings together the research in the area as well as practitioners' views and perspectives on the current day challenges to knowledge organization/representation, and techniques to enhance ehealth literacy for older adults.
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  6. LaForty, J.-A.: ¬A new literacy for a new age (1998) 0.14 
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    Abstract
    Describes a new course, Information and electronic literacy, which is being offered in schools across Ontario, Canada. Discusses the rationale for the course which is built upon the concept of collaboration, skill development and resource-based learning; describes curriculum content and outlines the benefits of this approach to the whole school
    Date
    14. 3.1999 14:22:11
  7. Gust von Loh, S.: Medien- und Informationskompetenz (MIK) : Bericht von der "European Conference on Information Literacy" in Istanbul (2014) 0.14 
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    Abstract
    Vom 22.-25. Oktober 2013 fand in Istanbul die European Conference on Information Literacy statt. Teilnehmer kamen nicht nur aus Europa, sondern aus der ganzen Welt. Organisatoren dieser Konferenz waren das Department für Informationsmanagement der Hacettepe Universität in Ankara und das Department für Informations- und Kommunikationswissenschaft der Universität Zagreb. Im zentralen Fokus der Konferenz stand die Vermittlung von Informationskompetenz sowohl in Bibliotheken als auch in der Hochschulbildung.
  8. Smith, C.L.; Matteson, M.L.: Information literacy in the age of machines that learn : desiderata for machines that teach (2018) 0.14 
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    Abstract
    With the use of machine learning and other advances, modern information search systems make it easy for searchers to access information to meet their most frequent information needs. Building from Kuhlthau's concepts of exploration and differentiating, this article argues that along with the benefits of greater accessibility, these advances impede the development of information literacy, conceptualized as processes for planning, accessing, judging and communicating information. It is argued that information literacy emerges during interaction with search systems and modern system designs hide or render unworkable the contextual information needed for the judgment processes of information literacy. In response to these concerns, the article contributes desiderata for new designs that facilitate the discovery, navigation and use of context information.
    Date
    16. 3.2019 14:33:22
  9. Rader, H.B.: Library orientation and instruction - 1993 (1994) 0.13 
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    Abstract
    This annotated bibliography lists materials dealing with information literacy - including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the 20th to be published in RSR, includes items in English published in 1993
    Source
    Reference services review. 22(1994) no.4, S.81-
  10. Moulaison, H.L.; Bishop, W.: Organizing and representing geographic information (2014) 0.12 
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    Abstract
    This paper discusses ehealth literacy for older adults, in particular the issues relating to knowledge organization and representation. A Delphi study was conducted and participants included gerontological nurses, nursing faculty, state long-term care ombudsmen, and health sciences / medical /consumer health librarians. This study brings together the research in the area as well as practitioners' views and perspectives on the current day challenges to knowledge organization/representation, and techniques to enhance ehealth literacy for older adults.
    Source
    Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
  11. Langford, L.: Information literacy : a clarification (1998) 0.12 
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    Abstract
    Reviews the literature to examine concepts of literacy, of different kinds of literacy and of information literacy
  12. Talja, S.: ¬The social and discursive construction of computing skills (2005) 0.11 
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    Abstract
    In this article a social constructionist approach to information technology (IT) literacy is introduced. This approach contributes to the literature an IT literacy by introducing the concept of IT self as a description of the momentary, context-dependent, and multilayered nature of interpretations of IT competencies. In the research litersture, IT literacy is offen defined as sets of basic skills to be learned, and competencies to be demonstrated. In line with this approach, research an IT competencies conventionally develops models for explaining user acceptance, and for measuring computer-related attitudes and skills. The assumption is that computerrelated attitudes and seif-efficacy impact IT adoption and success in computer use. Computer seif-efficacy measures are, however, often based an seif-assessments that measure interpretations of skills rather than performance in practice. An analysis of empirical interview data in which academic researchers discuss their relationships with computers and IT competence shows how a seif-assessment such as "computer anxiety" presented in one discussion context can in another discussion context be consigned to the past in favor of a different and more positive version. Here it is argued that descriptions of IT competencies and computer-related attitudes are dialogic social constructs and closely tied with more general implicit understandings of the nature of technical artifacts and technical knowledge. These implicit theories and assumptions are rarely taken under scrutiny in discussions of IT literacy yet they have profound implications for the aims and methods in teaching computer skills.
    Source
    Journal of the American Society for Information Science and Technology. 56(2005) no.1, S.13-22
  13. Pinto, M.; Sales, D.: INFOLITRANS: a model for the development of information competence for translators (2008) 0.11 
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    Abstract
    Purpose - Since every community of practice generates, seeks, retrieves and uses information resources and sources related to the cognitive structure being researched or studied and the tasks being performed, the need arises to undertake studies focused on real user communities, which in the case of this paper is the group of translators. This paper aims to investigate this issue. Design/methodology/approach - In this arena of application, it is important to remember that translators are not only information users, but also information processors and producers. Thus, their documentary competence has to evolve in three dimensions: the informational, the methodological and the strategic. The conceptual model proposed in the paper is based on information literacy (INFOLIT) standards and also the authors' knowledge of translation practice and the competencies it demands, where INFOLIT plays a starring role. This paper is part of a broader research currently in progress, whose main goal is to provide translators and interpreters with a solid instruction in information literacy. Findings - The paper introduces a model for information literacy specifically intended to develop the information competence of this community of users, it reveals that the model is a gathering of skills, competences, knowledge and values, and it is based on the cooperation between the authors' expert knowledge of information science and professional translation practice. Originality/value - This paper puts forward the first proposal for information literacy applied to translation training.
    Date
    7. 6.2008 16:18:22
  14. Bawden, D.: Information and digital literacies : a review of concepts (2001) 0.11 
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    Abstract
    The concepts of 'information literacy' and 'digital literacy' are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper-literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of 'literacy', which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies
  15. Media literacy (1996) 0.11 
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    Abstract
    Issue devoted to media literacy
  16. Towney, C.; Barclay, D.A.: Teaching electronic information literacy : a how-to-do-it manual (1995) 0.10 
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    Footnote
    Rez. in: College and research libraries news 57(1996) no.5, S.311 (G.M. Eberhart); Journal of acaedemic librarianship 22(1996) no.5, S.401 (J.K. Chisman)
  17. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.10 
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    Abstract
    Although hundreds of undergraduate students receive library instruction when their instructors arrange for a class tour or bibliographic instruction session, thousands of other students do not. Describes the planning process that took place in the development of a cross platform interactive multimedia instruction program designed to be accessible to students with diverse information literacy skills. Covers the merits and limitations of several authoring software packages and offers some guidelines concerning time requirements
    Date
    27.11.1995 17:07:22
  18. Oxbrow, N.: Information literacy : the final key to an information society (1998) 0.10 
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    Date
    22. 5.1999 19:55:13
  19. Furlong, K.; Roberts, F.D.: If you teach it, will they learn? : Information literacy and reference services in a college library (1998) 0.10 
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    Abstract
    Describes the development, funding and staffing of the Information Literacy Program (ILP) at the Mantor Library at the University of Maine at Farmington (UMF). The programme aims at helping both UMF students and community patrons to understand better how and where to look for information. Instruction takes place in an electronic classroom equipped with 21 computers running campus-standard Web-browsers and word processing; the instructor's station can control all of the computers in the classroom, or the instructor may pass or share control with students. Discusses issues relating to campus politics, the positioning of the programme in the college experience, the necessity of teaching evaluation skills, and the programme's impact on reference services. gives advice to other libraries considering a similar project
    Source
    Computers in libraries. 18(1998) no.5, S.22-25
  20. Brabazon, T.: ¬The Google effect : Googling, Blogging, Wikis and the flattening of expertise (2006) 0.10 
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    Abstract
    This article presents the consequences to librarians and teachers for the flattening of expertise, or the Google Effect. As blogs continue to fill the Web with the bizarre daily rituals and opinions of people who we would never bother speaking to at a party, let alone invite into our homes, there has never been a greater need to stress the importance of intelligence, education, credentials and credibility. The problem is not only accuracy, but also the mediocrity initiated through the Google Effect. The concern is not with the banality of information - there has always been a plurality of sources in the analogue environment. The concern is the lack of literacy skills and strategies to sort the trash from the relevant. This paper addresses not only the social choices about computer use and information literacy, but the intellectual choices we make in our professional lives as teachers and librarians. In such a time, the Google Effect raises stark questions about the value of reading, research, writing and scholarship.
    Date
    16. 3.2019 16:22:08

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