Top PDF Information literacy and library information skills in high school

Information literacy and library information skills in high school

Information literacy and library information skills in high school

ォョェゥョゥョゥィ informacijskih znanj za srednje šole, ki vsebuje vse elemente informacijske pismenosti s poudarkom na uporabi knjižnice, njenega gradi- va in informacijskih virov.. V šolskem l[r]

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Some views on the development of professional library education in Brazil

Some views on the development of professional library education in Brazil

We need to remind ourselves that such an undervaluing of the profession after the Second World War was in spite of the exceedingly high standards demanded by the Professional Associations as examining bodies. Those gaining professional qualifications at Associate or Fellowship levels in the UK, for example, had attained a genuinely high standard of professionalism. Despite this, the profession was faced everywhere by a need to be accepted as comparable to other professions. It is a sad fact that in the private sector no librarian has ever made it to the Boardroom. Accountants, lawyers, engineers, personnel managers even make it, since their expertise is understood and accepted as being relevant at executive level within the organisation as a whole. Librarians have still to convince management that information/library education and experience can mould the potential director equally as well as other professions. Such an unsatisfactory public image led to a discernible reduction over the years in traditional library applicants to the schools. Such a situation has given rise to constant attempts to change that image by altering the name.
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A study on information skills in Portugal: Information Literacy and the European Higher Education Area (some global results)

A study on information skills in Portugal: Information Literacy and the European Higher Education Area (some global results)

We need to take into consideration the fact that the assimilation of the concept within the training and cultural practices of librarians has since the 1980s led to the preparation of standards so that Library users (students) can acquire good practices in the search, use and citation of sources looked up and found within such spaces typical of the school environment in which they conduct their activities. These standards and the underlying understanding of IL within Librarianship have outlined a series of guiding ideas on the role of the librarian that are today still in force within Universities and Schools (here through the figure of the librarian teacher). Such ideas range from the basic and simple instructions, for instance the reading of catalogues and the classification signals (for e.g., CDU), the books and open access periodicals, or the correct steps needed to search a bibliographical database, to stimulating the appraisal, selection and critical use of available sources.
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THE MEANING OF SCHOOL LIBRARY IN THE INFORMATION SCIENCE DISCOURSE :: Brapci ::

THE MEANING OF SCHOOL LIBRARY IN THE INFORMATION SCIENCE DISCOURSE :: Brapci ::

Por fi m, marcamos que, assim como a literatura cientí fi ca, os pro fi ssionais da informação podem e devem colaborar para a circulação de novas práticas e sentidos nas bibliotecas [r]

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O uso de técnicas de pesquisa participatória na comunicação da informação em comunidades, levando em conta letramento informacional e trabalho colaborativo para  de cidadania :: Brapci ::

O uso de técnicas de pesquisa participatória na comunicação da informação em comunidades, levando em conta letramento informacional e trabalho colaborativo para de cidadania :: Brapci ::

Abstract: This paper reports on a pilot investigation in Candangolândia, near Brasilia, in Brazil. The purpose of the investigation was to demonstrate that a investigation in which use a multidirectional and interactive, applying techniques of participatory research, can contribute to enable people to work together in a collaborative way, as well as, to promote information literacy. Both, ability to handle information and attitude to work together, are essential to enhance a sense of citizenship. The research applied techniques that enabled people to collaborate and identify their information needs, as well as, information solutions, through the exploration of a social problem that they had identified. Participatory Research and Action (PRA) was the chosen methodology. Eighteen techniques were applied. The findings indicated that it was possible to use PRA to explore information needs. Participants were able to identify, classify and prioritize information needs and use information in order to suggest solutions for the selected social problem. The intervention helped develop collaborative problem solving skills and a heightened sense of citizenship.
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Educational project for information literacy: theoretical bases for research in a multilevel library :: Brapci ::

Educational project for information literacy: theoretical bases for research in a multilevel library :: Brapci ::

Abstract: From the training to the education of users, much has been done to make the library a learning space in the last decades, but lack theoretical demonstrations in the scientific literature to present the relevance of the management of educational projects allied to a learning organizational philosophy for the development of information skills. This article is the result of a research carried out at a master's level in the multilevel library of one of the units of the Federal Institute of Paraiba. It presents theoretical bases for understanding the development of information skills as an activity based on educational project and the importance of action research in this process. The research that originated this work is delineated as action research, of qualitative nature and exploratory-descriptive level. It concludes that the constitution of the educational project contributes in the process of transforming the conventional library into a learning library and that the application of the educational project, its monitoring and its evaluation can reveal the possibilities and limitations of the process in relation to the information regime.
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INFORMATION LITERACY: PERSPECTIVE EDUCATIONAL TEACHING

INFORMATION LITERACY: PERSPECTIVE EDUCATIONAL TEACHING

Research Libraries who believe that information literacy is common to all disciplines, to all learning environments and to all levels of education. Methodology: The research sets up a qualitative approach to literature and exploratory nature. Results: Pedagogical modeling Competence Development in Information Conclusions: This is a contribution of innovative and social aspects interested in adopting new postures in this teaching-learning ambience, as well as assist in the understanding of the fundamental issues related to information literacy, allowing its appropriation from the Library courses and promoting the depth reflections sometimes pointed and the need to implement it as part of the basic training of the librarian.
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Development of Information Ethics in Library and Information Science in Taiwan

Development of Information Ethics in Library and Information Science in Taiwan

The analysis showed that, in Taiwan, the LIS field has begun the discussions of information ethics since 199 4. The year of 2000 marked a threshold in information ethics research as that information ethics studies that focused on information literacy became pervasive after 2000. However, the wide array of related topics as in Figure 1 suggests that information ethics is related to many areas of library and information professional practices. Future research should continue to e xplore the various facets of information ethics.
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Some views on the development of professional library education in Brazil

Some views on the development of professional library education in Brazil

We need to remind ourselves that such an undervaluing of the profession after the Second World War was in spite of the exceedingly high standards demanded by the Professional Associations as examining bodies. Those gaining professional qualifications at Associate or Fellowship levels in the UK, for example, had attained a genuinely high standard of professionalism. Despite this, the profession was faced everywhere by a need to be accepted as comparable to other professions. It is a sad fact that in the private sector no librarian has ever made it to the Boardroom. Accountants, lawyers, engineers, personnel managers even make it, since their expertise is understood and accepted as being relevant at executive level within the organisation as a whole. Librarians have still to convince management that information/library education and experience can mould the potential director equally as well as other professions. Such an unsatisfactory public image led to a discernible reduction over the years in traditional library applicants to the schools. Such a situation has given rise to constant attempts to change that image by altering the name.
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Information literacy: princípios, filosofia e prática

Information literacy: princípios, filosofia e prática

Appeared in literature in 1974, the Information Literacy binds the necessity to exercise the domain on the increasing informational universe. Incorporating abilities, knowledge and values related to the search, access, evaluation, organization and diffusion of information and knowledge, Information Literacy is the very essence of the Information Competence. The objective of this work is to define Information Literacy, starting with the understanding of the concept, relational objectives and practices, with emphasis on the educational role of libraries and the librarian. Initially a conceptual evolution is presented according to a historical reference. It also examines Information Literacy as knowledge, skills, and values internal process, connected to information and learning. It defines the expression, its characteristics and objectives. It discusses the different conceptions of Information Literacy, according to three references: information, knowledge and learning, enumerating relevant topics about Information Literacy Education with emphasis on the role of libraries and librarians. By exploring Information Literacy Education, the need of building up a new educational paradigm is pointed out in face of the current society that incorporates the information literacy.
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Insertion of disciplines on information literacy in the Brazilian Library Science courses

Insertion of disciplines on information literacy in the Brazilian Library Science courses

Abstract: The librarian is considered one of the main responsible person for disseminating to educational institutions and their professional staff the proposal of information literacy, in order to promote it as an integral part of the teaching-learning process. In this context, some questions about this professional formation should be object of reflection: does the Library Science courses have contemplated in their curricular matrices the disciplines focused specifically on information literacy? The aim of this article was to verify how information literacy courses have been approached in Library Science Undergraduate Programs in Brazil by describing their main content and emphasizing: the concepts; the different programs; the application contexts; the didactic training; the information skills; the learning resources; and, the educational librarian role. Thus, a qualitative research was conducted, performing content analysis of curricula and syllabuses of Library Science Undergraduate Programs. It was found that 10 over 39 courses in Brazil have information literacy courses, with seven of them having mandatory character and three optional; hence, greater topic coverage is provided to the students, with significant content in their course catalogs and syllabuses which contributes to qualify trainers/instructors in information literacy programs.
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Copyright infringement: between ethical use and legal use of information

Copyright infringement: between ethical use and legal use of information

Allan (2010) stressed the importance of developing skills in information literacy in second and third cycle students of higher education, when the need to handle information is accentuated. At the beginning, a very basic range of sources of information and a simple internet search are used. However, in order to succeed students need to develop advanced skills in searching and managing information. This is the phase when librarians should take action (Allan, 2010, p. 97). Hence the importance of the educational offer in matters regarding citations and references, taught by librarians. Lopes (2013, p. 23-24) underlines the importance of citations for the reader to confirm several situations: that the text was read, that the information obtained therein was incorporated in the construction of our knowledge and that there is an overall commitment to the contents and authors cited. Similarly, other authors (Burbules, 2015; Alonso-Arévalo, 2017) state that citations are not only a manner of sustaining the author’s opinion, but also a demonstration of the networks created among researchers, based on recognition and respect, and an important way of evaluating scientific production within a complex system that manages bibliometrics and impact factors. Librarians are parties involved in the ethical use of information. The fight against plagiarism and fraud should stem from an ethical culture, where respect, the establishment and transmission of principles regarding authorship, right to privacy, and social responsibility, among others, may be a meaningful way of changing students’ behaviour in this regard (Bodi, 1998; Puga, 2014).
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ações para o   Information literacy at school library: actions for development :: Brapci ::

ações para o Information literacy at school library: actions for development :: Brapci ::

Abstract:Discusses the development of children's information literacy at school libraries in the municipal Florianópolis. The general objective is to investigate actions that contribute to the development of information literacy at school libraries, specifically aiming to: a) perform literature dealing on the subject; b) map, the theoretical framework found, the actions that develop in children and adolescents autonomy of research; c) to investigate whether the actions listed are applied in school libraries of municipal Florianópolis, located near the Federal University of Santa Catarina (UFSC). This is an exploratory and descriptive research, in order to investigate, through field research, qualitative manner. It is noticed that some activities, such as the presence of the librarian in the school environment; infrastructure; the quality of assets; reading mediation; storytelling; and scholarly research on printed sources, are already consolidated; however, it is essential to approach the digital environment of library space, for younger audiences need to develop skills and information literacy for the search and use of reliable information on any medium.
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possibility for information literacy :: Brapci ::

possibility for information literacy :: Brapci ::

Abstract: In this work the contribution of teaching practices using social networking tools and computer literacy of high school students the Internet is analyzed. According to authors like Gasque (2012), Cervero (2007) Area (2006), Smith (2002) and Freire (1987), knowing how to use the information and the means to express it, a creative approach, understanding of what we read in conjunction keywords, concepts and ideas on how to intertextuality. This knowledge is evaluative in today's society, adjective by the exponential increase of information available in various formats and languages device through information and communication, including Internet technologies. The qualitative approach in the perspective of participant observation is the option that the object of this study suits to consider in its analysis, the relationships between subjects and cultural mediations, objectified by Internet spaces and tools to illuminate computer literacy. Develop pedagogical practices using social media and Internet tools for computer literacy work contributes to a significant experience with information.
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AM I INFORMATION LITERATE?   AND HOW LIBRARY SUPPORT MY INFORMATION NEEDS?

AM I INFORMATION LITERATE? AND HOW LIBRARY SUPPORT MY INFORMATION NEEDS?

Proboyekti said that the application of IL is based on BIG6 model. It is applied in all study programs: Faculty of Theology and Faculty of Engineering. In brief, the application of BGI6 is as follows. Problem formulation: after getting a topic the students should do the brainstorming (5W, 1H), Clustering (using chart), Free writing related to the topic. Information Retrieval Strategy: based on topic, students explore primary, secondary, and tertiary sources, either printed or electronic. Students have to map the needed information. Located and accessing information (practice in lab, continued by independent searching). The effective searching depends on keywords and language used in the information sources. Information utilities: information selection, evaluation, and designing new information. Syntesized information: how to manage, compare, compose information to create new information, completed by citation and reference lists using either MLA or APA style. Students have to appreciate copyright and avoid plagiarism. Then, they practice to compose a paragraph, and mastering tools for information synthesis, such as computer program, Hebrew language, and Greece language. Evaluation: by presenting new information to audience and get inputs for them. Outputs of IL activities are brochures, teaching method for Sunday School service in the Faculty of Theology, while Faculty of Engineering produces article in IT application and information submitted to WIKI.
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Library 2.0 and the Culture of inf ormation: new paradigms?

Library 2.0 and the Culture of inf ormation: new paradigms?

As a matter of fact information literacy is often described as a set of personal skills which are key to succeed in the adaptation to digital environments. the association between the two approaches is noticeable in the work of Australian researchers (Lloyd, 2003) which aim to develop the skills transfer from academia to business. Because information literacy is struggling to gain full legitimacy in academic systems, the British researchers also want to link more clearly the field of information literacy by importing concepts from the management (Corrall, 2008). the parallel with management is useful to convince other teachers and university president to develop training programs.
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um estudo nas bibliotecas do Instituto Federal da Bahia. Salvador 2013. :: Brapci ::

um estudo nas bibliotecas do Instituto Federal da Bahia. Salvador 2013. :: Brapci ::

This study investigates the actions developed by scholar library of Instituto Federal da Bahia (IFBA) to stimulate research and the development of information literacy of students. The central issue of this research is that school research is an activity that must be oriented by teacher as well as by librarians, who must introduce practices of information literacy in daily of school libraries, potentiating students in skills and abilities to locate information in different formats, including the coherent reading of information. This issue constituted the following specifics objectives: 1) to analyses the actions of both librarian and teacher in the process of development information literacy to support school research in the libraries of Instituto Federal da Bahia (IFBA); 2. To describe the information literacy of actors involved in the process of school research (teachers, libraries and students); to identify and analyses the activities developed by these libraries that contribute to promote information literacy to school research. For this work was used case study as method, which is an attempt to include the most important characteristics of the subject of research. The process of data collecting was performed through direct observation in libraries of the scope of this work. It were also applied questionnaires for 7 librarians and 13 for teachers and 98 directed to students of the fourth year of Middle School of the courses of electronic, electromechanical and computer technician. The geographic location of IFBA is in the whole territory of Bahia state and for the scope of this study were selected the campus of Salvador, SimõesFilho, Camaçariand Santo Amaro. The research brought as evidence that the collaboration of both librarians and teachers can offer the opportunity of learning for information literacy in the process of scholar research in IFBA libraries. So, the lack of this cooperation leaves the library as passive space within the context of the school.
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ANEXO C  Nomes de Escolas da área de Ciência da Informação em disos países :: Brapci ::

ANEXO C Nomes de Escolas da área de Ciência da Informação em disos países :: Brapci ::

Indiana University, US, School of Library and Information Science Kent State University,US, School of Library and Information Science Louisiana State University, US, School of Library and Information Science North Carolina Central University, US,School of Library and Information Sciences Pennsylvania State University, US, School of Information Sciences and Technology Pratt Institute, New York, US. the School of Information and Library Sciences Rowan University, US, Graduate School, MA in School and Public Librarianship Rutgers School of Communication, Information, and Library Studies New Jersey, US San Jose State University, US, School of Library and Information Science (SLIS) Simmons College,US, Graduate School of Library & Information Science
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Measuring media and information literacy skills: construction of a test

Measuring media and information literacy skills: construction of a test

The implementation of the empirical research was based on a quantitative ex- tensive methodology and involved the application of a questionnaire survey – for the examination of media practices and citizenship practices – and a Media and Information Literacy Test – for the evaluation of media and information literacy skills. In this article we describe only the construction and results of the Media and Information Literacy Test. The study was conducted using a quota sample of the adult population participating in different types of educa- tional training, namely primary, secondary and higher education programs in the greater Lisbon area. The selection of students was proportional to the weight in the population of each type of educational program. For the students enrolled in higher education, the sample was proportional to the weight of the major scientific fields (arts and humanities, social sciences, natural sciences, engineering, health and social protection). Data was collected by the research team who visited the educational institutions where adults were in training and administered the questionnaire and the paper-and-pencil test individually without time limit.
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Measuring media and information literacy skills: construction of a test

Measuring media and information literacy skills: construction of a test

The implementation of the empirical research was based on a quantitative ex- tensive methodology and involved the application of a questionnaire survey – for the examination of media practices and citizenship practices – and a Media and Information Literacy Test – for the evaluation of media and information literacy skills. In this article we describe only the construction and results of the Media and Information Literacy Test. The study was conducted using a quota sample of the adult population participating in different types of educa- tional training, namely primary, secondary and higher education programs in the greater Lisbon area. The selection of students was proportional to the weight in the population of each type of educational program. For the students enrolled in higher education, the sample was proportional to the weight of the major scientific fields (arts and humanities, social sciences, natural sciences, engineering, health and social protection). Data was collected by the research team who visited the educational institutions where adults were in training and administered the questionnaire and the paper-and-pencil test individually without time limit.
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