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Lisa Keeler

Information Literacy Website - 0 views

www.informationliteracy.org.uk

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
  • IFLA: The Road to Information Literacy: Librarians as facilitators of learning – bookings now open February 23rd, 2012 by IL website administrator The Road to Information Literacy: Librarians as facilitators of learning Dates: 8-10 August 2012 Location: Tampere, Finland IFLA-satellite registration is now open: http://iflasatellitetampere2012.wordpress.com/ Sponsor: IFLA Continuing Professional Development and Workplace Learning Section and IFLA Information Literacy Section Contacts: Susan Schnuer, schnuer@illinois.edu ; Leena Toivonen, leena.t.toivonen@uta.fi Filed under: Conferences | Comment (0) Article tags: IFLA
  • Lisa Keeler on 25 Feb 12
     
    Interesting infolit event
Anamaria Recio

Information Literacy Weblog: The Road to Information Literacy: Librarians as facilitato... - 0 views

information-literacy.blogspot.com/...ation-literacy-librarians.html

ADE634 education teacher infolit librarians

shared by Anamaria Recio on 06 Mar 12 - No Cached
    • Anamaria Recio
      Anamaria Recio on 06 Mar 12
       
      interesting!
  • Anamaria Recio on 06 Mar 12
     
    librarians as facilitators in information literacy
Lisa Stewart

Make Life Easier: Ask a Librarian | HackCollege - 0 views

www.hackcollege.com/...fe-easier-ask-a-librarian.html

shared by Lisa Stewart on 09 Feb 12 - No Cached
    • Lisa Stewart
      Lisa Stewart on 09 Feb 12
       
      This is a great, modern-look at the fuddy-dutty librarian misconception.  I wish my Uni had had all the neat online/texting/widgets that librarians use today! 
Pedro Aparicio

Transforming Information Literacy for Today's K-12 Learners Through the Lenses of Trans... - 0 views

theunquietlibrarian.wordpress.com/...iry-and-participatory-learning

Technology

shared by Pedro Aparicio on 21 Feb 12 - No Cached
    • Pedro Aparicio
      Pedro Aparicio on 22 Feb 12
       
      Great information literacy to create digital classrooms today
  • Stephanie Cummings on 21 Feb 12
     
    Here is a slideshow that discusses info lit and how you can use it in the classroom.
  • Pedro Aparicio on 22 Feb 12
     
    Project: The Uniquiet Librarian
Isabel Fernandez

The Revolution Isn't Just Digital | American Libraries Magazine - 0 views

americanlibrariesmagazine.org/...revolution-isn-t-just-digital

libraries infolit education

shared by Isabel Fernandez on 10 Feb 12 - No Cached
  • Isabel Fernandez on 10 Feb 12
     
    The new role of librarians
Mademoiselle Sakina

What defines a great library? - Curiosity - 0 views

curiosity.discovery.com/...great-library-definition

library 21C

shared by Mademoiselle Sakina on 20 Feb 12 - No Cached
  • You might think that I would respond by saying, "A great library is a great big library." But actually, I think a great library is one that stimulates curiosity.
    • Mademoiselle Sakina
      Mademoiselle Sakina on 20 Feb 12
       
      What makes a great library according to you?
  • Mademoiselle Sakina on 20 Feb 12
     
    Interesting video by Michael A. Keller, University Librarian and Director of Academic Information Resources, Stanford University
Gretchen Dillon

Libraries: championing digital information on campus - 0 views

www.guardian.co.uk/...information-literacy

#infolit

shared by Gretchen Dillon on 03 Mar 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 03 Mar 12
       
      the importance of librarians in supporting us in developing information literacy within our classrooms
  • The starting point is the assertion that digital literacy is more extensive then effective use of technologies.
  • Librarians have potentially numerous roles to play in this environment, but one of their key roles is in supporting and advising staff and students how to navigate, select and use digital tools, content and services to achieve a particular goal.
  • ...1 more annotation...
  • One challenge we face is ensuring that our own staff have the capabilities to offer expertise in the digital environment and that the expertise is not limited to one or two 'experts'.
Matthew Schendel

Information Literacy Weblog: Professor Diane Nahl leads discussion on information liter... - 0 views

information-literacy.blogspot.com/...ane-nahl-leads-discussion.html

education

shared by Matthew Schendel on 22 Feb 12 - No Cached
  • Matthew Schendel on 22 Feb 12
     
    This has to do with librarians and technology, but they are meeting in a virtual world with their own avatars!!
Michelle Munoz

Using Skype at School - For Dummies - 0 views

www.dummies.com/...using-skype-at-school.html

infolit

shared by Michelle Munoz on 24 Feb 12 - Cached
  • With Skype, teacher mentors can deliver personalized training directly to the classroom on subjects teachers need.
  • Skype can double as a quick connection to a teacher, librarian, or even a traveling parent for a child in the midst of a homework crisis.
  • One important way to inspire children to read is by reading aloud to them. Schools can arrange to have an author read a story over Skype so that the entire class can enjoy a favorite book and then ask questions for an author study
  • ...1 more annotation...
    • Michelle Munoz
      Michelle Munoz on 24 Feb 12
       
      Or maybe our ECC dads that can't come to school and read, we could skype. 
Tania Hinojosa

Evaluating Information: An Information Literacy Challenge | American Association of Sch... - 1 views

www.ala.org/...vol2fitzgerald

evaluation information

shared by Tania Hinojosa on 27 Feb 12 - No Cached
  • The student who is information literate evaluates information critically and competently”
  • Definition of Evaluation
  • o evaluate is to judge the quality of an idea
  • ...61 more annotations...
  • critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
  • rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
  • a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
  • Evaluation is defined as the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc. It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying
  • two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
  • reader’s purpose
  • he cognitive strategies chosen and level of engagement depend largely upon this goa
  • At the end of an evaluative episode, a decision or judgment often occurs
  • lack of motivation may decrease evaluation accuracy.
  • that some people by nature are more likely to evaluate; that people criticize most ideas as a matter of course; and, conversely, that people must be selective about the ideas they choose to criticize. It seems most likely that the strength of critical disposition varies among individuals, but also that it varies within the same individual from situation to situation.
  • Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
  • feeling[s]” of “vague puzzlement”
  • Bloom’s Taxonomy
  • an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
  • logic and reasoning skills.
  • The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
  • “reflection”
  • Contextual Factors
  • The importance of context
  • Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
  • less time spent deliberating will lead to lower-quality decisions
  • Problem structure. An important aspect of the evaluation process is the type of problem involved
  • human beings are, in fact, more gullible than they are suspicious”
  • Processing depth
  • Summary of contextual factors
  • the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
  • Influences to Evaluation
  • found that individuals in their studies accepted misinformation without question. Students unsure of the correct answer on a true-false examination are more likely to mark a false item as true than they are to mark a true item as false
  • four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
  • The Development Continuum
  • he ability to evaluate increases with age
  • Education
  • school-aged children do not find inconsistencies well if they are not primed to seek them
  • Flavell postulates that a major difference between children and mature thinkers involves goals
  • . The research discussed in this section supports the conclusion that children are more vulnerable to evaluation problems than adults. Reasons for this vulnerability almost certainly include lack of education and prior knowledge and a natural tendency to believe what they see and what they are told by authority figures.
  • The Epistemology Continuum
  • Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
  • the beliefs that people hold about how we come to know what we know.
  • ssumptions when they assert that reflective judgment “cannot be applied if the individual fails to recognize that a problem exists and that this recognition itself is predicated on other assumptions about knowledge” (
  • “an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
  • The Affect Continuum
  • effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
  • es indicate that under tightly controlled, narrowly defined conditions, negative moods promote better reasoning than positive moods. Negative-mood subjects appear more careful and analytic (Bless and Fiedler 1995), more consistent (Fiedler 1988), and have better recal
  • n the other hand, happy-mood people do not differentiate well between strong and weak arguments
  • A person who is feeling happy will be more likely than at other times to reduce the load on working memory: to reduce the complexity of decision situations and the difficulty of tasks, by adopting the simplest strategy possible, considering the fewest number of alternatives possible, and doing little or no checking of information, hypotheses, and tentative conclus
  • wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
  • he Prior Knowledge Continuum
  • Students should be brought to the understanding that while it is impossible to have domain knowledge about all topics, it is important to build knowledge in selected areas to help with important decisions and projects.
  • Research projects should culminate in the production of different types of media.
  • There is no better way to practice evaluation than to perform research regularly and intensely.
  • f evidence
  • They should also switch sides and argue opposite positions
  • Ensure that cause is clear. Research shows that people evaluate more effectively if causes are revealed, where available (Anderson 1982). Students should practice formal argumentation, which involves the evaluation
  • In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
  • When a skill is introduced, or when students seem to be having inordinate difficulty, teachers and school library media specialists can reduce cognitive load by breaking the skill down into smaller parts (Markman 1981), and by beginning new skills in familiar contexts (Flavell 1981). For example, in distinguishing between fact and opinion, students can first seek cue words like “I think . . .” and “I feel .
  • It is not possible to evaluate all information. Teach students to respond to signals and doubts that occur as they read. Also, provide examples of specific situations that often involve misinformation, such as fake Web sites.
  • boratively implemented by both school library media specialists and teach
  • valuation strategies one or several at a time over a span of years. Evaluation is much too difficult a process to be taught in one unit. The library media specialist may be the only professional in the school who can assure that this ability is developed in all students over the course of their schooli
  • on evaluation is important to the individual, to the educational establishment, and to society. For individuals, evaluation is a crucial life skill and a basis for lifelong learning. It is required in decision making and imparts a feeling of self-esteem through control. Evaluation is important to the educational establishment, because critical thinking is arguably one of the most important of all educational outcomes for students (Engeldinger 1991). Finally, society must critically evaluate information to establish a public demand for high information quality.
  • Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
  • What role does the library media specialist play in this process? The purpose of this article is to describe some of the challenges of evaluating information and to propose answers to these questions.
  • Cynthia Castro on 27 Feb 12
     
    steps to critical thinking and evaluation
Lisa Keeler

Bill and Sheila's Information Literacy Place - 0 views

dis.shef.ac.uk/literacy

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 25 Feb 12
       
      I like Bill and Sheila for creating this great site for infolit!
  • These pages are produced by Sheila Webber, who teaches at Sheffield University, and Bill Johnston, who teaches at Strathclyde University (see who we are and what these pages are for, below). New on 3 September 2006. I am giving these pages an overhaul! The Definitions and models and Standards and position papers were updated today (3 Sept 2006), with new content added and links checked. I also did some content updating of the Resources and the Our views and publications pages, and corrected the links both for those and the Learning and Teaching Resources page. I removed a couple of the old sections (Events and People). The remaining sections were last updated in 2003, but I do intend to overhaul them too. For events, news, reports etc. I recommend looking on my Information Literacy weblog which normally has about 5 entries added a week. Standards & position statements Organisations & resources Definitions and models of IL Learning and teaching resources Research into information literacy IL in schools Conference papers on information literacy Our publications & presentations etc. Relationship between librarians and faculty Information literacy and society
Debora Gomez

Redefining roles: librarians as partners in information literacy education - 0 views

informationr.net/...paper24.html

information literacy

shared by Debora Gomez on 01 Mar 12 - Cached
  • Debora Gomez on 01 Mar 12
     
    The importance of a multidisciplinary educational team
Gretchen Dillon

Information literacy and higher education - 0 views

crln.acrl.org/...534.long

#infolit

shared by Gretchen Dillon on 03 Mar 12 - No Cached
  • To achieve a sustained and significant impact, information literacy cannot be addressed only by librarians or only in isolated experiences. Instead, we need a holistic approach through which invested campus partners come together and advocate for the importance of information literacy and accept shared responsibility in it.
  • Information literacy can be incorporated into the curriculum in any number of ways. Each institution’s unique mission, culture, and needs call for a tailored approach.
    • Gretchen Dillon
      Gretchen Dillon on 03 Mar 12
       
      focuses on the importance of all interested parties within curricular integration
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