Franklin

Developing People's Information Capabilities : Fostering Information Literacy in Educational, Workplace and Community Contexts.

Author/Creator:
Hepworth, Mark.
Publication:
Bingley : Emerald Publishing Limited, 2013.
Format/Description:
Book
1 online resource (310 pages)
Series:
Library and Information Science Ser.
Library and Information Science Ser. ; v.8
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Other records:
Subjects:
Information behavior.
Information literacy -- Study and teaching.
Form/Genre:
Electronic books.
Summary:
Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts is Vol 8 of the well regarded Library and Information Science Series. This book hones in on accessible issues across different work and educational contexts and is of value to both academic and practitioner.
Contents:
Front Cover
Developing People's Information Capabilities: Fostering Information Literacy In Educational, Workplace And Community Contexts
Copyright Page
Contents
List of Contributors
Editorial Advisory Board
Preface
1. Introduction - Information Literacy and Information Behaviour, Complementary Approaches for Building Capability
1.1. Section 1: Strategic View
1.2. Section 2: Delivering Information Literacy Education
1.3. Section 3: The Link between University and Work
1.4. Section 4: Beyond Higher Education
1.5. Conclusion
References
SECTION I: STRATEGIC VIEW
2. Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach
2.1. Introduction
2.1.1. The Changing HE Context
2.2. Information Literacy, LLL and Information Culture
2.2.1. The Concept of IL
2.2.2. The Information Literate Person in the Changing Information Culture and Society
2.2.3. Educating the Information Literate Person Throughout Life
2.2.4. The Concept of Information Culture: A Focus of Curriculum Renewal
2.3. Conclusions
References
3. Curriculum and Curriculum Integration of Information Literacy in Higher Education
3.1. Introduction
3.2. Curriculum in Higher Education
3.3. The Intended and Offered Curriculum in Higher Education
3.4. Different Levels of Curriculum in High Education
3.5. An Information Literacy Curriculum Integration Model
3.6. Information Literacy Integrated into Different Levels of Curriculum
3.7. Summary
Acknowledgement
References
4. The Construction of Information and Media Literacy in Education Policy: A Study of Singapore
4.1. Introduction
4.2. Information Literacy and Media Literacy: A Review of Literature
4.2.1. Information Literacy in a Global Context
4.2.2. Media Literacy in Global Context.
4.3. Information Literacy and Media Literacy in Singapore: An Analysis of Policy Discourse
4.3.1. Information Literacy in Singapore
4.3.2. Media Literacy in Singapore
4.4. Concluding Remarks
References
SECTION II: DELIVERING INFORMATION LITERACY EDUCATION
5. Information Literacy in Higher Education: Research Students' Development in Information Search Expertise
5.1. Introduction
5.2. Literature Review
5.3. Methodology
5.4. Findings and Discussion
5.4.1. Research Goals
5.4.2. First Stage: Novice Level of Information Search Expertise
5.4.3. Second Stage: Advanced Beginner Level of Information Search Expertise
5.4.4. Third Stage: Competent Level of Information Search Expertise
5.4.5. Fourth Stage: Proficient Level of Information Search Expertise
5.5. Discussion
5.6. Conclusion and Recommendations
References
6. Mediating Culture: Media Literacy and Cultural Awareness The Representation of Race and Ethnicity in Maya and Miguel
6.1. Introduction
6.2. Literature Review
6.3. Theoretical Framework
6.3.1. Circuit of Culture
6.3.2. Media Literacy
6.4. Method
6.5. Discussion
6.5.1. The Representation of Culture through Food
6.5.2. Cultures Represented in Maya &
Miguel
6.5.3. What Do these Cultural Representations Mean?
6.6. Conclusion
References
7. Empowering Professional Practices of a Community of e-Learners: Special Education Teachers in Alaska and their Information Literacy Conceptions
7.1. Introduction
7.1.1. Community Context: Alaska, Diversity, and Indigenous Rural Communities
7.1.2. Teacher Education in an e-Learning Community at the University of Alaska Southeast
7.2. Review of the Literature
7.2.1. Higher Education e-Learning in Alaska
7.2.2. Action-Research and Critical Library Instruction.
7.2.3. Librarian and Faculty Collaboration in Teacher Education
7.3. Description of the Intervention
7.3.1. Instructional Activities
7.3.2. ED626 - Classroom Research
7.3.3. EDSE 692 - Seminar: Special Education Secondary Research Methods
7.3.4. EDSE 698 - Master's Thesis Project
7.3.5. Data Collection - Interviews
7.3.6. Data Analysis - Themes
7.4. Results of the Intervention
7.4.1. Emergent Themes
7.5. Discussion
7.6. Reflection
7.7. Lessons Learned
References
8. Information Literacy of Undergraduate Students in Thailand: A Case of the Faculty of Arts, Silpakorn University, Thailand
8.1. Introduction
8.2. Rationale and Background for Research into Information Literacy
8.2.1. Conceptions of Information Literacy
8.2.2. Information Literacy Education
8.3. Methodology
8.4. Information Literacy of Undergraduate Students
8.4.1. Conceptions of Information Literacy
8.4.2. Information Literacy Education
8.5. Discussion and Conclusion
References
9. Building Partnerships for Information Literacy among HE Institutions in African Universities: Opportunities and Challenges - A Case Study
9.1. Introduction
9.2. Literature Review
9.2.1. Collaboration and Partnerships
9.3. UB Library Experience
9.3.1. Course Linked Information Literacy
9.3.2. Learning and Teaching Policy
9.4. Delphe Project
9.4.1. Principal Stakeholders and Project Participants
9.4.2. Project Implementation
9.4.3. Conceptualizing the Project - UB Context (November 2009-August 2010)
9.4.4. Advocacy
9.4.5. Partnership Opportunities - Tapping into Emerging Synergies
9.4.6. University of Abertay Dundee
9.4.7. UNZA-IDS-INASP Workshop
9.4.8. Challenges
9.5. Conclusion
References
SECTION III: THE LINK BETWEEN UNIVERSITY AND WORK.
10. Perspectives on Legal Education and the Role of Information Literacy in Improving Qualitative Legal Practice
10.1. Introduction
10.2. Information Literacy, Legal Information Literacy and the Legal Profession
10.3. Legal Information Literacy and the Context of Legal Education in South Africa and Nigeria
10.4. Theoretical Framework
10.5. Methodology
10.6. Research Objectives and Questions
10.6.1. How Have Changes in Current Legal Practice Affected Problems of Skills Deficiency in the Workplace in Nigeria?
10.6.2. What Is the Responsibility of the Legal Education System in Nigeria in Increasing the Efficiency with Which Graduate Lawyers Develop Professional Expertise for Qualitative Legal Practice?
10.6.3. What Should the Nature of a Legal Information Literacy Curriculum be in Order to Close the Gap Between Formal Legal Education and Legal Practice?
10.6.4. What Kind of Collaboration Is Needed Between the Legal Education System and Legal Practitioners in Order to Promote the Development of Qualitative Legal Skills for the Workplace?
10.7. Conclusion
References
11. Information Literacy in the Business School Context: A Story of Complexity and Success
11.1. Introduction
11.2. Literature Review
11.3. Methods
11.4. Results
11.4.1. Environments and Programs
11.4.2. Outcomes
11.4.3. Test Results
11.5. Discussion
11.6. Conclusions and Recommendations
Acknowledgements
References
12. Workplace Reflections of Information Literacy Training: The Case of the Agriculture and Health Sectors in Tanzania
12.1. Introduction
12.2. Background to the Problem
12.3. An Overview of Agricultural and Health Information Needs in Tanzania
12.4. Objectives of the Intervention
12.5. Review of Related Literature.
12.6. Information Literacy Course with Agriculturalists and Health Practitioners
12.6.1. Selection of Participants
12.6.2. Course Coverage
12.6.3. Results of the Interventions
12.7. Results from Hands-On Activities, Diagnostic Tests Presentations and Discussions
12.7.1. Challenges and Lessons Learnt
12.8. Discussions, Conclusion and Recommendations
References
SECTION IV: BEYOND HIGHER EDUCATION
13. Workplace Information Literacy: It's Different
13.1. Collaboration as a Principle in Institutional and Corporate Environments
13.1.1. A Few Definitions
13.1.2. Framing the Conversation
13.1.3. Technologies
13.1.4. Keep the Goal in Mind
13.1.5. Positive Questions
13.2. Differences in the Private and Public Sector Approaches
13.2.1. Private Sector
13.2.2. Public Sector
13.3. Towards Information Fluency
13.4. The Enterprise Context
13.4.1. Faculty
13.4.2. Teachers
13.4.3. The Professions
13.4.4. Engineers
13.4.5. The Creative Professions
13.4.6. Corporate Administrators and Business Decision-Makers, Professionals, Consultants
13.4.7. What is a Decision?
13.5. Conclusion
14. Diversifying Information Literacy Research: An Informed Learning Perspective
14.1. Introduction
14.2. Informed Learning: A Lens for Exploring Information Experiences in Community Settings
14.3. Informed Learning in Community Contexts
14.3.1. Older Communities: Ageing Australians
14.3.2. Digital Communities: Social Media in Times of Natural Disasters
14.3.3. Faith Communities: Church Community
14.3.4. Ethnic Communities: Hispanic Community
14.3.5. Indigenous Communities: The Native American Community
14.4. Discussion
14.4.1. Enhancing Our Understanding of Information Literacy
14.4.2. The Importance of Inclusivity
14.4.3. Implications for Practice.
14.4.4. Future Agendas.
Notes:
Description based on publisher supplied metadata and other sources.
Contributor:
Walton, Geoff.
Spink, Amanda.
Other format:
Print version: Hepworth, Mark Developing People's Information Capabilities
ISBN:
9781781907672
9781781907665
OCLC:
889186961