347 research outputs found
Sort by
Indigenous Information Literacy: nêhiyaw Kinship Enabling Self-Care in Research
Get PDFThis chapter is part of the book The Politics of Theory and the Practice of Critical Librarianshi
Lost and Finding: Experiences of Newly Graduated Critical Social Workers
No full textThe first year of social work practice can be very stressful for new practitioners. Practice develops in response to the meaning we place on what we do and on our professional goals. Having a better
understanding of how new graduates navigate the transition from idealized work to real practice is important if the profession is going to improve the overall self-efficacy, happiness, and commitment of social workers. In this paper, I discuss some of the findings from research that utilized philosophical hermeneutics as an approach to understand how newly graduated social workers, educated in a critical tradition, experience their practice. Critical social workers described their practice as experiences of being both lost and finding. Specifically, it is an experience of trying to get into, around, or through the real world of paid work-based practice. This is the challenge of emancipatory work. The “real world” becomes a box where it is very difficult, if not
impossible, within which to move. Arguments are made for critical social work schools and organizations to develop peer-support groups, focused on critical reflection and reflexive practice, to assist current critical social work students and new graduates to recognize, support, and sustain emancipatory practice
Domains of Digital Literacy [diagram]
No full textThis diagram illustrates three interconnected domains of digital literacy (procedural and technical, cognitive, and sociocultural). Please cite this diagram as: Smith, E. E., Kahlke, R. & Judd, T. (2018). Domains of digital literacy. [Diagram]. https://doi.org/10.6084/m9.figshare.11908425
This diagram was created for a paper presentation at ASCILITE 2018. The paper informing the diagram, including the full list of references, is available at: Smith, E. E., Kahlke, R. & Judd, T. (2018). From digital natives to digital literacy: Anchoring digital practices through learning design. In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell, S. Palmer, L. Riddell, I. Story, H. Suri & J. Tai (Eds.), Open Oceans: Learning without borders. Proceedings ASCILITE 2018 Geelong (pp. 510-515). http://2018conference.ascilite.org/conference-proceedings
Helping Students Develop Information Skills is Everyone's Business: Examining Information Contexts
No full textThis panel presentation was delivered at the 2018 International Society for the Scholarship of Teaching and Learning Conference in Bergen, Norway.Information literacy (IL) is both a discipline and transdisciplinary skill (ACRL, 2015). Its transdisciplinary and context-dependant application, as well as its theoretical underpinnings, make it a natural fit within the Scholarship of Teaching and Learning (SoTL). IL is broadly defined as the ability to search for, select, critically evaluate and use information for solving problems in various contexts (ACRL Framework, 2015; SCONUL 7 Pillars, 2015). Previous decades of expansion and diversification in higher education - with a growing interest in research on teaching and learning (e.g. SoTL), along with the rapidly changing information landscape – has highlighted IL as an important academic skill. IL is a vital skill for graduates’ employability, lifelong learning, and for being an engaged and informed citizen. Today, this conversation has been reinvigorated due to the rapid misinformation spread via social networks and the Internet. This panel is comprised of three librarians from three countries who will talk about how IL is viewed in different national contexts in North America and Europe. The panelists will outline how different national and institutional contexts affect how IL is viewed, highlight the importance of disciplinary context and how faculty approach IL, discuss how IL can be embedded into curriculum, and point to the dominant IL frameworks currently being used. The panelists will also summarize some of the common critiques of IL instruction and make an argument for why IL can be enhanced through SoTL research approaches. Time will be set aside, near the start of the panel, for participants to discuss how information works in their discipline (including creation, distribution, and evaluation) and how they teach IL skills in their classroom. Following an overview of the dominant IL frameworks and different national contexts, the panelists will lead a more general discussion about how these frameworks apply or do not apply to the participants’ disciplinary contexts. Constructivist approaches on learning IL have replaced instrumental pedagogical views inspired by behaviorism and its focus on generic and decontextualized skills. Learning is seen as constructed from learners’ own experiences and understandings of the object of teaching/learning. A social and contextual constructivist pedagogical view is put forward by researchers such as Vygotsky (1962) and Lave and Wenger (1991) who argue that learning is embedded in and part of social, ideological and physical contexts, situations and environments (e.g., academic disciplines). In IL research, such communities of practice are studied in information and learning practices (Limberg, Sundin & Talja, 2013) stressing IL as a context-bound and transdisciplinary skill and not only as a discipline in itself. The specific practices of both information and learning mean that instructors can reinforce the separateness of information and not support a cohesive understanding of information practices and environments. Much of the discourse around IL revolves around the situational context in which these skills are taught. There is evidence that curriculum embedded IL instruction is more likely to promote long-term skill development (Rosman, Mayer, & Krampen, 2016). Learning can be maximized when information literacy is underpinned by theory and taught contextually. This means that instruction needs to be tailored to the program, course, and assignments. While there are established threshold concepts (Christensen, 2015; Townsend, Hofer, Hanick, & Brunetti, 2016), a critique of IL scholarship is the overabundance of local, institutionally specific, and practice-based studies not rooted in theoretical literature. Through a SoTL lens, IL and its influence on learning is better understood. Furthermore, IL research can be strengthened by borrowing some of the established methodologies and linking research to theory. From this panel presentation, audience members will learn about the variance in approaches to IL instruction and why national, institutional, and disciplinary context is so important. Through discussion, participants will connect how SoTL studies can help faculty understand the nature of IL in their context and what IL skills their students possess and still need to learn. Studying IL through a SoTL lens has the potential to greatly aid the higher education learning community in understanding differences in how IL is contextualized, based on the differing international information landscapes. Panel session learning objectives:
1) Define information literacy in the context of their discipline;
2) Develop ideas for how information literacy could be integrated into their discipline and taught;
3) Identify how approaches and practices in SoTL can support and undergird information literacy theory and skills in various learning cultures.
Finding and evaluating information is a critical skill in higher education, regardless of the disciplinary, institutional, and national learning contexts. This panel session will provide an argument why teaching information literacy skills is everyone's business, and will get participants to think about how how information literacy is relevant to their own disciplinary context. Throughout the session, participants will have opportunities for dialogue and discussion about information literacy in their discipline and cultural context. Specifically, time will be set aside, near the start of the panel, for participants to discuss how information works in their discipline (including creation, distribution, and evaluation) and how they teach IL skills in their classroom. Following an overview of the dominant IL frameworks and different national contexts, the panelists will lead a more general discussion about how these frameworks apply or do not apply to the participants’ disciplinary contexts. By rooting information literacy skills within SoTL, attendees will develop new ideas for integrating and teaching information literacy skills
Program & Abstracts, 5th Annual Research Day (2018)
No full textProgram and abstracts from the Faculty of Science and Technology 5th Annual Research Day (2018). The research presented here encompasses both independent research projects and research in the classroom. In this volume you will find 87 abstracts authored by MRU students covering with a variety of disciplines including Biology, Chemistry, Geology, Geography, Environmental Sciences, Mathematics, Physics, and Computer Science. This compilation is a testimony to our students’ hard work, and their professors’ diligent guidance
Davidsonian semantic theory and cognitive science of religion
Get PDFThis article investigates the extent to which the cognitive science of religion (CSR) and Donald Davidson’s semantic holism (DSH) harmonize. We first characterize CSR, philosophical
semantics (and more specifically DSH). We then note a prima facie tension between CSR
and DSH’s view of First-Person Authority (that we know what is meant when we speak in a
way that we do not when others speak). If CSR is correct that the causes of religious belief
are located in cognitive processes in the mind/brain, then religious insiders might have no
idea what they are talking about: only the scholar of CSR would have a chance of knowing
what they ‘really’ mean. The article argues that the resolution to this problem is to take
seriously DSH’s rejection of semantic bifurcation, specifically rejecting the idea that religious and non-religious language can be sharply distinguished. We conclude by supporting
the following claims: (i) common cognitive neural/psychological processes are explanatorily
relevant in proposed meaning-theories for any discourse, and (ii) those processes need
semantic supplementation with reference to external and naturalistic factors (biological,
cultural, environmental etc.)
Finding a middle ground on prostitution.
Get PDFDecriminalization would provide a practical response to contemporary prostitution in Canada. The challenge is overcoming entrenched views on the subject
Service delivery models for emergency shelters: An annotated bibliography and an environmental scan of shelter-based services for women who experience family violence and addictions
Get PDFThe Calgary Women’s Emergency Shelter (CWES) team continues to make a difference in lives of women and their children fleeing domestic violence. However, they realise they can do more. A challenge within their shelter program is that women with substance-related issues are occasionally not a good fit for the family centered approach currently in place at the CWES shelter. There are many women, with substance-related issues, who are in need of support related to domestic violence, but supports in Calgary are limited, and often in silos. CWES is considering how they can best serve this specific population of women in Calgary
The Changing Research Data Landscape and the Experiences of Ethics Review Board Chairs: Implications for Library Practice and Partnerships
No full textAcademic libraries have to a large extent taken the lead in facilitating new approaches to research data management, but changes to the research data landscape have had an impact on numerous areas of academic work, including ethics review. Using interpretive phenomenological analysis of interviews with chairs of Canadian research ethics boards, this study explores how ethics review boards have experienced changes to data policy and related technologies in order to describe the ethical implications of new approaches to data management and to explore ways in which the library, ethics review boards, and other campus partners might harmonize efforts to support emerging data practices. While ethics review boards in Canada are keenly aware of open data policies, data publishing in practice is still nascent. There is uncertainty about the adoption of changing technologies for research and their impacts on privacy protection. Where responsibility lies for addressing these uncertainties is often unclear. Academic libraries and research ethics boards are well-suited to engage in mutual knowledge transfer and to integrate data management planning and ethics review processes. Institutional-level oversight that includes all campus departments impacted by changes to the research data landscape may facilitate improved communication and reduce role ambiguity