An information literacy perspective on learning and new media

Martin, Crystle

doi:10.1108/10748121111179394

Cited by 17 publications

(9 citation statements)

References 20 publications

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“…As the amount of the available music information expands, the ability to search, find, access and evaluate constitutes a key component of individuals' everyday life music information seeking behaviour (Lee and Downie, 2004). The development of individuals' music information literacy skills includes the ability of a person to recognize the need for information in order to be creative, within a specific socioeconomic setting, and to have the ability to utilize information systems efficiently in order to satisfy his/hers primary goals (Martin, 2011). In general terms, the basic characteristics of information literacy skills include: first, the determination of the nature and the extension of the information needed; second, the effective and efficient access to the needed information; third, the critical evaluation of information and its resources and the ability to incorporate selected information into her/his knowledge base and value system; fourth, the effective use of information to accomplish a specific purpose individually or as a member of a group; and fifth, the understanding of the economic, legal and social issues surrounding the ethically and legally access and use of information (Bawden, 2001).…”

Section: Implications For Music Information Literacy Skillsmentioning

confidence: 99%

Music information seeking behaviour as motivator for musical creativity

Lavranos

Κωσταγιόλας

Μαρτζούκου

et al. 2015

Journal of Documentation

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Purpose -The purpose of this paper is to investigate the connection between musicians' information seeking behaviour and the creative process in music, providing a framework for understanding the role of information needs satisfaction in musical creativity. A number of studies in information science literature have been carried out attempting to model cognitive, affective, behavioural and contextual factors associated with music information seeking behaviour. However, only few studies have addressed the relationship between information seeking behaviour and musical creative activities such as composition, performance and improvisation, listening and analysis. Design/methodology/approach -The focus of this paper is to provide a framework for the study of information seeking behaviour for the purposes of satisfying musical creativity information needs, combining the theoretical basis of an established model of information behaviour developed by Wilson and the theoretical perspectives of a music creative thinking model proposed by Webster. The key features of the two models are synthesized in a unified model of information seeking behaviour for musical creativity and enriched with research findings identified in the literature of both musical information seeking and musical creativity. Findings -The proposed conceptual framework offers an integrated interpretation of the combinations of information needs, information resources and environmental/personal barriers, which enable musical creativity. In the authors' approach "musical creativity" is treated as a musician's aim or ambition or drive for expression and is influenced by the way musicians seek information for that purpose. Therefore, musical creativity is an intentional behaviour which acts as motivator for information seeking and is affected by the available information and the musician's information seeking profile. The current study include three important findings: first, the design and development of music library and information services for musical creativity; second, the development of music information literacy skills for creativity; and third, the information seeking behavioural perspective for universal musical creativity, and the implications for cultural musical heritage diffusion around the world. Originality/value -An integrated information seeking behaviour model which includes musical creativity is developed through the synthesis of two already existing approaches, that of Wilson for information seeking behaviour and that of Webster for creative thinking in music. The present conceptual study presents a three stage pattern or process for modelling information seeking for musical creativity: the process initiates with the intention-motivation for creativity, then proceeds to information seeking behaviour and then concludes with the musical creativity outcomes. This is the first study that seeks to understand the relationships between creativity and information seeking behaviour.

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Section: Implications For Music Information Literacy Skillsmentioning

confidence: 99%

Music information seeking behaviour as motivator for musical creativity

Lavranos

Κωσταγιόλας

Μαρτζούκου

et al. 2015

Journal of Documentation

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“…The fundamental rationale for gamifying education is that games increase players' motivation, engagement, and learning (e.g., Gee, 2005;Steinkuehler and Duncan, 2008;Martin, 2011). In mathematics in particular, well-designed games can provoke players to voluntarily mathematize the digital context in a process called theorycrafting (e.g., Steinkuehler and Williams, 2009;Devlin, 2011).…”

Section: Motivating Games For Mathematics Learningmentioning

confidence: 99%

The Future of Embodied Design for Mathematics Teaching and Learning

et al. 2020

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A rising epistemological paradigm in the cognitive sciences-embodied cognition-has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experiences of enacting or witnessing particular movement forms, even before these movements are explicitly signified as illustrating target content. Putting these theories to practice, new types of learning environments are being explored that utilize interactive technologies to initially foster student enactment of conceptually oriented movement forms and only then formalize these gestures and actions in disciplinary formats and language. In turn, new research instruments, such as multimodal learning analytics, now enable researchers to aggregate, integrate, model, and represent students' physical movements, eye-gaze paths, and verbal-gestural utterance so as to track and evaluate emerging conceptual capacity. We-a cohort of cognitive scientists and design-based researchers of embodied mathematics-survey a set of empirically validated frameworks and principles for enhancing mathematics teaching and learning as dialogic multimodal activity, and we synthetize a set of principles for educational practice.

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“…One is how to have the course be an experience for students that endures beyond the course itself and even their university career. Many facets of news and information literacy apply beyond students' academic lives and can aid them as consumers and citizens (Johnston & Webber, 2003;Mezirow, 1990;Martin, 2011). In order to facilitate this, we need to consider the issues of how students learn in these kinds of courses and the role of an instructor in such a course.…”

Section: Information and Media Literacy As Critical Educationmentioning

confidence: 99%

Transforming Confirmation Bias to Generate Critical Consciousness in News/Information Literacy and Social Science Courses

Wittebols¹

2020

cjsotl-rcacea

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This paper synthesizes theory and research on confirmation bias (CB), curiosity, and news/information literacy education with the goal of understanding how helping students critique their tendency to engage in CB spurs curiosity and critical consciousness about learning. Curiosity about the self is spurred when people realize their CB tendencies. Curiosity about the larger social world is spurred when students learn how CB affects the way they look at the world. A flipped classroom approach reflects the work of Paulo Freire, who argued critical education should be experiential with faculty playing a facilitating, rather than an “expert” role.

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An information literacy perspective on learning and new media

Cited by 17 publications

References 20 publications

Music information seeking behaviour as motivator for musical creativity

Music information seeking behaviour as motivator for musical creativity

The Future of Embodied Design for Mathematics Teaching and Learning

Transforming Confirmation Bias to Generate Critical Consciousness in News/Information Literacy and Social Science Courses

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