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Book review of Veach, G. (ed.) 2018. Teaching information literacy and writing studies: Volume 1, first-year composition courses
Get PDFWhen the library steps in
Get PDFMedia and information literacy (MIL) was recently introduced in the Philippines although it has been the talk of the town since the Grunwald Declaration on media education in 1982. De La Salle University (DLSU) Libraries is an active partner in promoting MIL and decided to support this as part of its information literacy campaign. This project report provides an overview of a seminar-workshop programme on MIL conducted at DLSU Libraries for public school teacher-librarians. The programme is based on a United Nations Educational, Scientific and Cultural Organization (UNESCO) publication entitled ‘Pedagogies of Media and Information Literacies’ which has five modules: Understanding media and information literacy; Young people as global media audiences; Media cultures and technologies; How to interpret media; Cooperation and sharing ideas. The project report acknowledges how the participants were able to grasp and understand the MIL values and how they were able to apply these values in their own workplace. Finally, the report shares analyses of the participants’ reviews of the programme
Drawing on students’ funds of knowledge
Get PDFDespite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments
An elephant in the room?
Get PDFDespite its recognised role in education, lifelong learning and active citizenship, the term information literacy (IL) is rarely used in the context of public libraries. At a time when public libraries are operating in an environment of financial austerity and are under increasing pressure to demonstrate the value of their role in UK society, this paper presents the findings of a small-scale research project examining the narratives surrounding public libraries and IL.
Through a qualitative text analysis, a picture is built up of the roles of public libraries as presented by government, professional organisations and charitable organisations. This analysis shows that IL is not a concept explicitly associated with public libraries; that the government’s focus is on public libraries’ role in delivering digital inclusion while at the same time depicting a largely passive role for libraries and diminished role for professional library staff; and that while current library advocacy supports this digital role, it does not effectively address the deeper need for transferrable information skills.
Based on this analysis, this paper recommends greater collaboration between academic research, higher education, and the public library sector, with a view to fostering a better understanding of IL and its potential to create a wider, more educationally-focussed role for public libraries and their staff
Information literacy skills on the go
Get PDFStudents’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning. Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills. Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended. 
Pathway to support the adoption of PBL in open data education
Get PDFGovernments, public sector institutions and organisations have started releasing and sharing information in the format of open data (OD). The opportunities to create and innovate with OD will continue to grow, and there is an expectation that educational institutions will produce competitive graduates with OD skills. A key question arising from these expectations is how to equip the workforce and students with OD skills. Based on literature from education design and design fields and an empirical analysis of different OD training activities in five European countries, we identified a need to support OD teachers by developing a visual, structured and simple model to guide them through the adaption and implementation of PBL and foster their competences as learning designers, thus the paper proposes an OD–Problem-Based Learning (PBL) pathway model. The pathway model aims to guide educators by structuring the design process of OD training activities and promotes design skills among teachers. The pathway model comprises five main steps: understand, review, design, teach and reflect. Each step provides guidelines on how to plan an OD course
A Comparison of Innovations by Adults and Children at the Grassroots Level in India
No full textThe focus of Design and Technology (D&T) education (Wilson & Harris, 2004) has been on designing and making activities and in developing technological capabilities amongst students. Innovation is an important aspect of D&T that helps in creating new products and artifacts to overcome the limitations of existing ones. Problem solving and problem identification are inherent components of innovation and D&T education. This study aims to analyze innovations by adults and children at the grassroots level in India. In particular, we ask what kind of differences are there in innovations created by adults and school students and what could be the reasons for the differences? The data of innovations was accessed from the website of the National Innovation Foundation (NIF), India. The innovators, both children and adults, had not received any design brief by an external agency and the range of problems identified by them were from diverse areas. We grouped the problem areas into a number of categories. Contrary to conventional wisdom and literature about children being more creative than adults, we found a greater diversity in the problems tackled by adults. More importantly there were qualitative differences in the kind of problems identified by adults and children. We suggest that a possible reason for these differences in kinds of innovations are related to the difference in diversity of experience that children and adults have