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.
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Information Literacy Weblog: The Road to Information Literacy: Librarians as facilitato... - 0 views
information-literacy.blogspot.com/...ation-literacy-librarians.html
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Make Life Easier: Ask a Librarian | HackCollege - 0 views
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Transforming Information Literacy for Today's K-12 Learners Through the Lenses of Trans... - 0 views
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The Revolution Isn't Just Digital | American Libraries Magazine - 0 views
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What defines a great library? - Curiosity - 0 views
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Libraries: championing digital information on campus - 0 views
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The starting point is the assertion that digital literacy is more extensive then effective use of technologies.
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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.
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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'.
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Information Literacy Weblog: Professor Diane Nahl leads discussion on information liter... - 0 views
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Using Skype at School - For Dummies - 0 views
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With Skype, teacher mentors can deliver personalized training directly to the classroom on subjects teachers need.
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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.
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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
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Evaluating Information: An Information Literacy Challenge | American Association of Sch... - 1 views
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critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
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rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
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a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
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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
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two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
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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.
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Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
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an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
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The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
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Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
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the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
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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
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four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
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. 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.
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Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
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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” (
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“an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
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effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
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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
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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
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wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
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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.
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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
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In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
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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 .
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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.
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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
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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.
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Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
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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.
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Bill and Sheila's Information Literacy Place - 0 views
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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
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Information literacy and higher education - 0 views
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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.
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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.
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