Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century

Noe, Nancy

doi:10.1533/9781780633718

Cited by 6 publications

(4 citation statements)

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“…This sub-section presents pedagogy as a second frame of the proposed APS framework. Noe (2013) asserts that a change of perception from librarians can bring benefits in examining one's teaching style, developing and implementing improved pedagogies, class planning and awareness of how students learn. A pedagogically inclined academic library workforce is necessary for engaged scholarship.…”

Section: Pedagogymentioning

confidence: 99%

Framework for communicating library training at a South African university

Molepo

Blose

2023

IFLA Journal

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This article combines social constructivist and transformative paradigms to propose a framework for communicating library training to first-year students. Although performance indicators for literacy are universal, there are explicit attempts to move away from a universal approach to information literacy, as exemplified in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. This article addresses the fragmentation of teaching and learning practices in a single case study of University of the Free State libraries. Data were collected using two methods: an integrated literature review; and document analysis. Literature and documentary evidence were found to justify a call for developing an underpinning theory for planning purposes. Furthermore, it was found that synthesized concepts from models, ideas and frameworks can inform new pedagogical approaches. This article proposes the Authority Pedagogy Socialization framework for communicating library training to first-year students and concludes with several recommendations.

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Section: Pedagogymentioning

confidence: 99%

Framework for communicating library training at a South African university

Molepo

Blose

2023

IFLA Journal

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“…c. Programas de ALFIN para su desarrollo. Esta vertiente se distingue por el establecimiento de programas por parte especialistas en investigación para la mejora en la enseñanza, el aprendizaje y la formación de usuarios, con miras al progreso continuo en el contexto escolar, académico, cultural, social, político y económico (Higgins y Cedar, 1998;Marzal y Sellers, 2011;Mohd, Nurfaezah y Jamaludin, 2018;Noe, 2013;Pirela, Paredes, Portillo y Caldera, 2015;Torras y Saetre, 2008). En esta vertiente se identifican las siguientes propuestas: i) gubernamentales, con miras a mejorar la educación usando ALFIN para la construcción de conocimiento en diversas disciplinas y en los campos culturales (SEP, 2015), ii) programas de uso del lenguaje metafórico (Holliday, 2017), iii) programas futuristas que definen competencias para períodos venideros, donde se busca encontrar y aplicar de forma apropiada las competencias de ALFIN (Campbell y Kresyman, 2015) y iv) iniciativas vinculadas con el involucramiento de los padres de familia y sus expectativas.…”

Section: Formas De Implementación De Programas De Alfin En Educaciónunclassified

Alfabetización Informacional: enseñanza y desarrollo de su competencia en la educación básica

González-López

Machin-Mastromatteo

Tarango

2019

e-Ciencias de la Información

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Este artículo presenta los resultados de una investigación sobre la enseñanza de Alfabetización Informacional (ALFIN) en la educación básica, cuyo objetivo fue determinar las mejores prácticas para su implementación e identificar los temas a incorporar en una iniciativa de esta naturaleza, así como las formas de afrontar la problemática de la saturación de la información, de modo que se pretende que cada estudiante aprenda a buscar, a encontrar, a seleccionar, a evaluar y a comunicar información, para adquirir conocimientos, habilidades y actitudes. La metodología del estudio se basó en el análisis de experiencias usando un enfoque cualitativo, donde se concluye que ALFIN se implementó exitosamente por medio del uso del juego, aplicaciones digitales para su enseñanza, cursos específicos en sobre el tema, juegos de mesa, la técnica booleana de búsqueda de información, la lectoescritura, enseñanza por medio del dibujo e instrumentos para la evaluación y utilización de recursos educativos. El logro principal fue contribuir con el desarrollo de las competencias que necesita el estudiantado para desempeñarse con éxito en la escuela y para lograr la capacidad del aprendizaje permanente. Palabras Clave: alfabetización informacional; procesamiento de la información; transferencia de información.This article presents a research on the teaching of Information Literacy (IL) in elementary education, whose objective is to determine the best practices for its implementation and to identify the topics that need to be incorporated into such an initiative, as well as the ways of facing the problem of information saturation; so that students learn to search, retrieve, select, 1Universidad Autónoma de Chihuahua, MÉXICO. Correo:Revista e-Ciencias de la Información revista.ebci@ucr.ac.cr | http://revistaebci.ucr.ac.cr | ISBN 1659-4142 4 evaluate and communicate information, in order to acquire knowledge, competences and attitudes. The methodology employed was based on the qualitative analysis of experiences, which allowed us to concluded that IL has been successfully implemented through the use of educational games, digital applications for its teaching, specific courses on the subject, board games, Boolean search techniques, teaching through drawing, and instruments for the evaluation and use of educational resources. The main achievement was to contribute to the development of the competences that students need to perform successfully in school and to reach the capacity required for lifelong learning.

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“…The list of journals representing the practice strand was generated through examining the reference lists in Noe (2013) and Mackey and Jacobson (2014). These lists taken together contain a totality of 452 items out of which 173 are references to journals.…”

Section: Journal Comparisonmentioning

confidence: 99%

Connections between research and practice in the information literacy narrative: A mapping of the literature and some propositions

Pilerot

2016

Journal of Librarianship and Information Science

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The relationship between research and professional practice, often described in terms of a 'gap', is a topical issue involving stakeholders such as researchers, practitioners and policy-makers. Within the area of information literacy it is increasingly emphasized that practitioners make use of research and that research is conducted on problems relevant to practice. From a wide perspective, this paper discusses and identifies in the information literacy literature three different strands relating to research, practice and policymaking for information literacy. On the basis of a small-scale bibliometric investigation of samples of literature representing the identified strands, it is concluded that interconnections between the strands are weak. The results of the bibliometric study are discussed in the light of previous research on the relationship between research and practice. It is proposed that the research-based discussion on research and practice would benefit from a more nuanced terminology and by abandoning the prevailing gap-metaphor.

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Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century

Cited by 6 publications

References 0 publications

Framework for communicating library training at a South African university

Framework for communicating library training at a South African university

Alfabetización Informacional: enseñanza y desarrollo de su competencia en la educación básica

Connections between research and practice in the information literacy narrative: A mapping of the literature and some propositions

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