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1.
This article draws on the authors’ experiences in providing training for information seekers worldwide, from elementary school children to business professionals. Designed for the UNESCO Training the Trainers (TTT) in Information Literacy (IL) workshop in Wuhan, China in October 2008, the material offers a practical, structured framework for creating an information literacy program for trainers that is adaptable to changing learner needs and changing Information and Communication Technology (ICT) tools. It includes examples and a case study using a basic course for paraprofessionals and beginning librarians. Based on input from participants at the Wuhan workshop, the article enhances the assessment portion of the presentation. The UNESCO program document listed a target audience of the less information literate ((UNESCO, 2008) Training the trainers in information literacy portal http://portal.unesco.org/ci/en/ev.php-URL_ID=25623&URL_DO=DO_TOPIC&URL_SECTION=201.html. Accessed 14.02.10). This paper, and in general the approach of the Wuhan session, focused on information literacy at an institutional rather than community level (Zhang, X. (Julia) (2009). Report of the UNESCO training-the-trainers in information literacy workshop, October 20–22, 2008, Wuhan, China. International Information & Library Review, 41(4) 273–276).  相似文献   

2.
This paper discusses free online and Internet tools that can be adapted by librarians for use with library instruction and information literacy training, with a focus on social media and Web 2.0 technologies, including social networking websites Facebook and Twitter, blogs, RSS, wikis, and video sharing. Many students already use these technologies and are readily engaged with the library when the technologies are incorporated into library websites and classes. There are challenges in using these technologies, especially in countries with oppressive governments. This paper is based, in part, on a presentation the authors gave at the UNESCO Training the Trainers in Information Literacy Workshop at the Bibliotheca Alexandrina in Alexandria, Egypt in November 2008.  相似文献   

3.
This article reports on researching “Middle East: Information Literacy awareness and indigenous Arabic World Wide Web content challenges”. The research reported upon was conducted in preparation for a training presentation which was delivered as a part of the UNESCO “Training the Trainers” (TTT) in Information Literacy workshop project that was held November 6–8, 2008 at the Bibliotheca Alexandrina in Alexandria, Egypt. Although the concept of Information Literacy is relatively new worldwide, by now it is fairly well understood, practiced and pedagogically supported in the developed world. But, it is still quite a mystery for developing countries, especially in the Middle East and North Africa regions. Therefore, the presentation the authors were invited to deliver at the workshop aimed at creating a much needed broader awareness concerning the concept of Information Literacy, including the somewhat differing definitions which are used in various world regions and cultures, and the concept’s relevance to the advancement of knowledge, research, and the general level of education in the Arabic speaking world. Special attention was paid to these problems in the context of challenges faced by higher education institutions in the Middle East and North Africa regions.The authors discovered that the problem of the scarcity of indigenous Arabic content materials on the World Wide Web is inextricably related to the challenges of increasing the awareness of Middle East and North Africa audiences to the relevance of Information Literacy. The authors endeavor to explain in detail what this inter-relationship is, and why and how the increase of Arabic materials on the Web could then lead to an increase in the awareness of Information Literacy in those Arabic speaking regions.The workshop presentation aimed at explaining and promoting Information Literacy skills, not only to students and researchers, but also to future Information Literacy trainers (the participants at the UNESCO workshop). The language barrier, the Digital Divide, and the lack of adequate Arabic digital content/resources relating to Information Literacy, were all reviewed with the workshop participants, illustrated by real world case examples, and discussed, in an effort to simultaneously try to work toward a consensus approach to teaching and learning the IL concept, and at the same time create a heightened Information Literacy awareness. Rather than simply amplify in detail the technical contents of the workshop presentations the authors made in this article, and with the encouragement of the Review’s editor and guest editor, the authors decided to “tell their story” in anecdotal fashion, sharing with the workshop participants tales of the many challenges they faced in just preparing materials for their presentations – and covering both the presentation format and the presentation content aspects, including explaining why they selected a specific teaching and learning approach, and how they dealt with various delivery and implementation challenges. By so doing, readers faced with similar teaching challenges might be better prepared to respond to the many challenges, both in the context of the preparations they will be required to make as well as in the context of their actual content delivery at their workshops.  相似文献   

4.
Background:Despite a strong research presence in Lancashire Teaching Hospitals National Health Service (NHS) Foundation Trust (LTHTR), allied health professionals from the organization are underrepresented in developing and publicizing research that is inspired by day-to-day clinical practice and staff experiences. Two LTHTR departments, Library and Knowledge Services (LKS) and Research and Innovation (R&I), came together to enable a group of staff to develop the knowledge and skills that they needed to access information and create new “home grown” research.Case Presentation:A clinical librarian and an academic research nurse created a research engagement program in the diagnostic radiography department at LTHTR, which included the development, delivery, and evaluation of 6 workshops. Sixteen individuals took part in these workshops, and data were collected on library usage, self-efficacy in information literacy, and research output before and after their delivery. Library membership increased by 50% among diagnostic radiography staff, literature search requests from this department increased by 133%, and all participants who attended at least 1 workshop reported an increased Information Literacy Self Efficacy Scale (ILSES) score. An increase in research activity and outputs was also attributed to the program.Conclusions:This project has resulted in a set of freely available workshop plans and support resources that can be customized for other health care professionals and has won several awards for its innovative use of departmental collaboration. Through the evaluation of the program from workshop attendees and non-attenders, we have identified impacts, outputs, and barriers to engagement in order to continue to deliver this content to other departments and embed a home grown research culture at LTHTR.  相似文献   

5.
Over the course of three years, an educational intervention was developed to teach information literacy (IL) skills, change perceptions of IL, and to recalibrate self views of the abilities of first year college students who demonstrate below proficient information literacy skills. The intervention is a modular workshop designed around the three-step analyze, search, evaluate (ASE) model of information literacy, which is easy to remember, easy to adapt to multiple instructional situations, and can provide a foundation for building information literacy skills. Summative evaluation of the intervention demonstrates that students who attend the workshop see an increase in skills and awareness of information literacy as a skill set. Increases in skills, however, were not sufficient to move participants into the proficient range. While workshop participants were able to reassess preworkshop skills, skills gained in the workshop did not result in recalibrated self-views of ability. Like the development of skills, the recalibration of self-assessments may require multiple exposures to information literacy instruction.  相似文献   

6.
Information literacy and information technology (IT) skills have become increasingly important in today's knowledge society. Many studies have shown that students from primary school to postgraduate lack crucial information literacy and IT skills, hence there is a need for an effective pedagogical approach that will develop these skills. This study investigated the effect of combining a collaborative teaching approach with inquiry project-based learning (PjBL) on the development of primary students' information literacy and IT skills. Students in a Hong Kong primary school completed two inquiry-based group projects. A collaborative teaching approach involving three teachers in different subject areas (general studies, Chinese, and IT) and the school librarian was adopted in guiding students through the two projects. Results indicate that this program had a positive impact of on the development of different dimensions of the students' information literacy and IT skills.  相似文献   

7.
This article reports on researching “Middle East: Information Literacy awareness and indigenous Arabic World Wide Web content challenges”. The research reported upon was conducted in preparation for a training presentation which was delivered as a part of the UNESCO “Training the Trainers” (TTT) in Information Literacy workshop project that was held November 6–8, 2008 at the Bibliotheca Alexandrina in Alexandria, Egypt. Although the concept of Information Literacy is relatively new worldwide, by now it is fairly well understood, practiced and pedagogically supported in the developed world. But, it is still quite a mystery for developing countries, especially in the Middle East and North Africa regions. Therefore, the presentation the authors were invited to deliver at the workshop aimed at creating a much needed broader awareness concerning the concept of Information Literacy, including the somewhat differing definitions which are used in various world regions and cultures, and the concept’s relevance to the advancement of knowledge, research, and the general level of education in the Arabic speaking world. Special attention was paid to these problems in the context of challenges faced by higher education institutions in the Middle East and North Africa regions.

The authors discovered that the problem of the scarcity of indigenous Arabic content materials on the World Wide Web is inextricably related to the challenges of increasing the awareness of Middle East and North Africa audiences to the relevance of Information Literacy. The authors endeavor to explain in detail what this inter-relationship is, and why and how the increase of Arabic materials on the Web could then lead to an increase in the awareness of Information Literacy in those Arabic speaking regions.

The workshop presentation aimed at explaining and promoting Information Literacy skills, not only to students and researchers, but also to future Information Literacy trainers (the participants at the UNESCO workshop). The language barrier, the Digital Divide, and the lack of adequate Arabic digital content/resources relating to Information Literacy, were all reviewed with the workshop participants, illustrated by real world case examples, and discussed, in an effort to simultaneously try to work toward a consensus approach to teaching and learning the IL concept, and at the same time create a heightened Information Literacy awareness. Rather than simply amplify in detail the technical contents of the workshop presentations the authors made in this article, and with the encouragement of the Review’s editor and guest editor, the authors decided to “tell their story” in anecdotal fashion, sharing with the workshop participants tales of the many challenges they faced in just preparing materials for their presentations – and covering both the presentation format and the presentation content aspects, including explaining why they selected a specific teaching and learning approach, and how they dealt with various delivery and implementation challenges. By so doing, readers faced with similar teaching challenges might be better prepared to respond to the many challenges, both in the context of the preparations they will be required to make as well as in the context of their actual content delivery at their workshops.  相似文献   

8.
This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge. A content analysis of the research journals and reflection papers of students (N = 15) in a distance education school library media administration endorsement program suggests that PBL was an effective approach for some students, but not others. Some students were motivated by working on authentic problems, and at least half the students engaged deeply with information and discovered new questions and angles for research during the process. These students applied more sophisticated evaluation strategies and were more metacognitive in their thinking, assessing their progress and shifting strategies as they progressed through the module.  相似文献   

9.
In the last two decades, the University of Colima has worked out a very interesting project for information technologies development through its Coordination for Information Technologies (CIT) program. This has provided years of experience in the application of technologies for the academic community. After its designation as a UNESCO Regional Center, our university developed a very ambitious education and research plan that was submitted to one of UNESCO's educational programs. This project was approved as the “UNESCO Chair on New Information Technologies,” and it started working successfully with the “Diploma Course on Digital Libraries” 2 years ago.

The Diploma Course is part of the action taken toward the creation of a Great Iberoamerican and the Caribbean Digital Library. Today 144 trainers from 36 national libraries in Latin America and the Caribbean state members are receiving training courses based on the UNESCO methodology, which is comprised of the registration of digital objects, adherence to standards for audio and video digitization, and development of an international open-source software for information management.  相似文献   

10.
The aim of this paper is to propose information literacy as a soft applied discipline, of key importance in the information society. This is contrasted with the characterization of information literacy as a personal attribute in the U.S. and Australian Information Literacy standards. Vannevar Bush's vision of the technologically connected and enabled scientist is used to introduce a discussion of citizen's information needs and responsibilities in an age of “cheap complex devices.” The authors emphasize the key role of information literacy in this information society. Information literacy is identified as a soft applied discipline, with reference to disciplinary indicators that have been identified in the literature. Building on this concept of an information literacy discipline, the authors propose a mission for information literacy education focused around three elements: information literacy for citizenship, information literacy for economic growth, and information literacy for employability. The paper concludes by identifying that in terms of preparing citizens for managing and taking action in society, information literacy has much to contribute, and that it is vital to nurture this emergent discipline.  相似文献   

11.
This study looks at whether the information literacy self-efficacy of student teachers in departments of primary education in Turkish universities varies according to their Information and Communication Technologies (ICT) usage level, duration of ICT experience, gender, and grade. The survey was conducted with 1702 student teachers using the Information Literacy Self-Efficacy Scale. Results showed that student teachers' level and duration of ICT usage were determining factors for information literacy self-efficacy. Significant differences among grades show that training during university education has an important role in increasing information literacy self-efficacy.  相似文献   

12.
Information literacy involves the location and access of information through retrieval systems, and many information retrieval systems are designed with specific capabilities to support these very skills. In some cases, system enhancements go beyond simple support and alleviate some of the searcher's responsibilities by performing certain tasks for them. By comparing information retrieval functions to the Association of College and Research Libraries' information literacy standards, this article investigates the extent of support that these enhanced systems can offer, and gives librarians greater insight into how these design enhancements could have an impact on information literacy instruction.  相似文献   

13.
Objective: The article gives an account of a study on the impact of facilitating information literacy education (FILE) on its participants, health librarians who have attended this course between 2007 and 2010. Methods: The analysis presented here is based on the first stage of the research, funded by the Higher Education Academy Information and Computer Sciences and consisting of an online survey. This survey was conducted in Autumn 2010 and examined the respondents’ examples of information literacy practice before and after FILE. Results and conclusion: Two main outcomes can be drawn from the data. First, that overall the respondents’ provision of information literacy education has shifted from a tutor‐centred approach (where the trainer decides what the learner needs) to a learner‐centred approach (where the learner decides what he/she needs). And secondly, that the impact of FILE should be seen in terms of a self‐perpetuating professional development, rather than measured in terms of specific changes that occur at set times (e.g., at the end of the course or 6 months after completion). As one FILE participant puts it: ‘When FILE ends your career as an information literacy professional starts.’  相似文献   

14.
This is a brief report highlighting the key elements of an information literacy training workshop jointly organized by UNESCO and the University of the West Indies in Montego Bay, June 1–6, 2008, providing information giving the background of why the workshop was mounted and what the expected results and outcomes were, how it was organized and structured, including the programme/agenda, who the expert-presenters were, a list of participants, and some conclusions, and some recommendations.  相似文献   

15.
This is a brief report highlighting the key elements of an information literacy training workshop jointly organized by UNESCO and the University of the West Indies in Montego Bay, June 1–6, 2008, providing information giving the background of why the workshop was mounted and what the expected results and outcomes were, how it was organized and structured, including the programme/agenda, who the expert-presenters were, a list of participants, and some conclusions, and some recommendations.  相似文献   

16.
《Research Strategies》1997,15(2):80-88
This article describes a two-week graduate course on information literacy, developed and taught by a librarian and a professor of industry and technology, and intended for teachers and librarians in elementary and secondary schools. Information literacy is not only the content of the course but also the basis of its structure: active, student-centered learning with several group assignments helps students develop skills in finding information, analyzing and interpreting it, and putting it to practical use. Both pedagogical and evaluation methods reflect recent educational reforms, and the team teaching provides a model of collaboration between teachers and librarians.  相似文献   

17.
This paper discusses free online and Internet tools that can be adapted by librarians for use with library instruction and information literacy training, with a focus on social media and Web 2.0 technologies, including social networking websites Facebook and Twitter, blogs, RSS, wikis, and video sharing. Many students already use these technologies and are readily engaged with the library when the technologies are incorporated into library websites and classes. There are challenges in using these technologies, especially in countries with oppressive governments. This paper is based, in part, on a presentation the authors gave at the UNESCO Training the Trainers in Information Literacy Workshop at the Bibliotheca Alexandrina in Alexandria, Egypt in November 2008.  相似文献   

18.
HeLP MN Seniors was a pilot program aimed at developing an evidence-based educational program to improve health literacy/health information literacy skills in older adults. A two-part workshop series was created and a pilot test was conducted with residents of a senior living community. After attending the pilot workshops, older adults reported that they used several workshop tools and tips, were more empowered to ask questions, and were more successful in finding online health information. Based upon evidence gathered through formal program evaluation, the pilot curriculum was further customized and developed into a model educational program that has been made available for use by others.  相似文献   

19.
Information literacy, and other similar ‘literacies’, such as digital literacy, mediacy, and informacy, are concepts relating to knowledge, skills, and attitudes, at various levels, in dealing with information in varied formats and diverse situations. The breadth of scope of these concepts implies that training must be equally broad, varied, and context-sensitive. This is exemplified by two case studies of information and digital literacy training. The first is a training programme in information literacy for the scientific staff of a multinational pharmaceutical research organization. The second is a summer school dealing with digital literacy, primarily for information professionals from countries of Central and Eastern Europe, and the former Soviet Union.  相似文献   

20.
As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies.  相似文献   

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