IFLA Information Literacy Section

IL Section at IFLA 2014 in Lyon

noreply@blogger.com (Albert K. Boekhorst) — Sat, 16 Aug 2014 17:52:00 +0000

The Section had it's first SC Meeting today. Next activities are:

Conference programme sessions:

· Session 88: Joint program with Health & Biosciences Section, Monday 18 August, 9:30-12:45, Forum 2

· Session 191: Joint program with Education & Training Section, Wednesday 20 August, 13:45-15:45, Forum 1

SC meeting II, 19 August, 11:30-13:00, Salle Bellecour 2

Section lunch

More to be found at http://conference.ifla.org/ifla80/

Information Literacy Section Satellite Meeting 2014

noreply@blogger.com (Albert K. Boekhorst) — Tue, 21 Jan 2014 11:04:00 +0000

Information Literacy Section Satellite Meeting 2014

Facing the Future: Librarians and Information Literacy in a Changing Landscape

When Where

14-15 August 2014 Limerick, Republic of Ireland

Description

IFLA 2014 Pre-Conference in Limerick, Republic of Ireland

Facing the Future: Librarians and Information Literacy in a Changing Landscape

Date: August 14-15, 2014

Venue: Limerick Institute of Technology, Limerick, Republic of Ireland

You are invited to join colleagues from around the world to explore the new faces of information literacy in the information environment of the future and to share possibilities for how librarians can redefine their roles and help shape this changing landscape.

Proposal abstracts for this IFLA satellite meeting must be submitted by 28 February 2014. Click here for more information and here for the Satellite Website.

Call for Papers Satellite Limerick 2014

noreply@blogger.com (Albert K. Boekhorst) — Wed, 04 Dec 2013 10:13:00 +0000

Call for Papers
Information Literacy Section Satellite Meeting
Limerick Ireland August 14-15th 2014

Facing the Future: Librarians and Information Literacy in a Changing LandscapeSatellite meeting website: http://www.iflasatellitelimerick.com

2013 ASIS&T Award of Merit to Carol Kuhlthau

noreply@blogger.com (Albert K. Boekhorst) — Wed, 06 Nov 2013 19:33:00 +0000

Carol C. Kuhlthau, professor emerita in the School of Communication and Information at Rutgers University, is the 2013 recipient of the ASIS&T Award of Merit, the highest honor presented by ASIS&T. The award goes to an individual who has made a noteworthy contribution to the field of information science, including the expression of new ideas, the creation of new devices, the development of better techniques and outstanding service to the profession.
Professor Kuhlthau is internationally recognized for her contributions to the study of information behavior. Her best-known work is her book Seeking Meaning: A Process Approach to Library and Information Services. In her rigorous research she observed student information seeking, developed a model of the information search process, then tested the model in several ways over several studies to validate and refine the model. This model has motivated widespread current research interest in the affective components of the information search process. In addition information professionals' practice has been significantly influenced by her publications. Her life and work are models in several senses. Personally highly intelligent, judicious, and modest, she has earned the highest respect from scholars and students in the field of information behavior as well as practitioners. Through example, Carol Kuhlthau has taught many in the field how to do rigorous research, how to mentor, and how to teach.

The ASIS&T Award of Merit is awarded annually - see http://www.asis.org/history.html for more information about this Association.
Some of you may be interested to read the following information about Professor Kuhlthau: https://comminfo.rutgers.edu/~kuhlthau/

Project SAILS

noreply@blogger.com (Albert K. Boekhorst) — Wed, 25 Sep 2013 11:20:00 +0000

Project SAILS (Standardized Assessment of Information Literacy Skills) is launching the beta test of an international version of the SAILS cohort assessment.

We are very excited to reach this stage. Working with librarians from various countries, we have made extensive revisions to the assessment so as to meet the needs of an international audience. In order to determine if the new test is valid, we are seeking testing institutions in countries outside the United States. If you or someone you know is interested, please go to this web page for details:

http://beta.projectsails.org/betatest

There is no cost to participate. If you have at least 50 students take the test, you will receive a report about their performance as a group.

Please let me know if you have any questions.

With warm regards,

Carolyn

Carolyn Radcliff
Information Literacy Librarian
Project SAILS
info@projectsails.org

Update for the Handbook for Information Literacy

noreply@blogger.com (Albert K. Boekhorst) — Fri, 02 Aug 2013 22:49:00 +0000

At Handbook for Information Literacy Teaching (HILT). you'll find a 2011 update

Thanks to Karen Bonanno

Digital Literacies Toolkit

noreply@blogger.com (Albert K. Boekhorst) — Fri, 02 Aug 2013 13:04:00 +0000

Thanks to Karen Bonanno

The purpose of this set of learning resources is to help students:

- Explore the educational uses of Web 2.0 tools and services;
- Familiarise themselves with a range of useful applications for study-related purposes;
- Highlight good practice in the use of social software and the internet, in general

Available at Digital Literacies Toolkit

Forwarded message: The Survey of Best Practicesin Developing Online Information Literacy Tutorials

noreply@blogger.com (Albert K. Boekhorst) — Thu, 25 Jul 2013 11:28:00 +0000

-----Original Message-----
From: Jim Moses [mailto:primarydat@aol.com]
Sent: 24 July 2013 15:52
To: infolit@ala.org
Subject: [INFOLIT] Primary Research Group has published The Survey of Best Practicesin Developing Online Information Literacy Tutorials, ISBN 978-157440-247-6

Primary Research Group has published The Survey of Best Practices in Developing Online Information Literacy Tutorials, ISBN 978-157440-247-6. The study looks closely at how academic libraries are developing and deploying online information literacy tutorials exploring issues such as spending, budgets, staffing, range and qualifications of staff used for tutorial development, software use, time frame for tutorial development, conceptions of what constitutes a quality tutorial, assessment of library efforts, marketing to students and faculty, cooperation with other institutions, frequency of tutorial revision, measurement of student outcomes and other issues in the development and use of online information literacy tutorials.

The study was devised with the assistance of Jennifer Holland and Yvonne Mery of the University of Arizona Libraries, and Erica DeFrain of the University of Vermont Library, and the summary of main findings was written by Holland and DeFrain.

Just a few of the main findings from this exhaustive 285 page study are that:

• The mean number of information literacy tutorials per library in the
sample was 27.92, and the median was 10.50.
• The library homepage was listed as the most popular access point for
online information literacy tutorials, followed by subject guides, course guides, and YouTube.
• Nearly 69% of tutorials used by the libraries in the sample were
created in-house.
• A third of the libraries sampled reported using the tutorials of other
libraries.
• The following institutions were cited by survey participants for
excellence in tutorial development and a source of imitation or inspiration:
Cardiff University, Clark College, Coastal Carolina University, Cooperative Library Instruction Project, Glasgow Caledonian (UK), Kent State, Manor College, Michigan State University, North Carolina State University, Open University (UK), Penn State, Rutgers, South African Universities, TILT, University of Arizona, University of California-Irvine, University of Illinois-Chicago, University of Pittsburgh, University of Sydney, University of Texas-Austin, University of Texas-Houston, Vanderbilt, Wayne State University, West Chester University, and Western Oregon University.
• About a quarter of the libraries sampled assigned only one person to
the task of developing information literacy tutorials for the library.
• Only a third of librarians sampled felt that their institutions
provided adequate support for tutorial development.
• 43.75% of respondents from community colleges indicating that it took
less than 10 hours to develop an information literacy tutorial.
• 2.56% of the libraries sampled used their own in-house developed
software to create tutorials.

Data is broken out by size and type of library, for US and foreign libraries, and for public and private colleges. For further information view our website at www.PrimaryResearch.com.

RIDL Criteria

noreply@blogger.com (Albert K. Boekhorst) — Wed, 10 Jul 2013 11:17:00 +0000

I repeat the message:

The Research Information and Digital Literacies Coalition (RIDLs) has formulated a set of criteria to help training practitioners in higher education describe, review and evaluate their training and development interventions and resources intended for researchers, but also for students and teaching staff - see http://www.researchinfonet.org/infolit/ridls/strand2/ for details. These criteria relate to all interventions aimed at developing information-handling knowledge, skills and competencies, whether in the form of face-to-face sessions/courses or digital/online resources. They serve three broad purposes:

(i) Helping institutional staff who design and deliver such courses and resources to describe and review them; the aim being to provide a structured and recognized way of presenting such interventions in online resources and demonstrating their value.
(ii) Providing a simple means of assessing courses and resources, for use within or outside the institutions in which the interventions have been compiled; the aim being to evaluate their suitability and usefulness as transferable resources.
(iii) Serving as a prompt for a dialogue between training practitioners and learners, and providing a structure for such a dialogue.
However, the criteria are not intended as a prescriptive or rigid tool, nor as a means of assessing the performance of training practitioners: they are very much about providing the latter with a logical and common-sense self-help framework that will assist them with the formulation and delivery of their resources.
If any readers of this list you would like to try out the criteria within their own institutions, please do not hesitate to do so. And if you would like further information, feel free to contact Stéphane Goldstein, at stephane.goldstein@researchinfonet.org

Video

noreply@blogger.com (Albert K. Boekhorst) — Wed, 26 Jun 2013 14:43:00 +0000

Global Forum for Partnership on MIL (GFPMIL)

26 – 28 June 2013 (Nicon Luxury Hotel, in Abuja, Nigeria)

See the video at http://www.youtube.com/watch?v=L7o45GzoAe8&feature=player_detailpage

Update of ACRL standards

noreply@blogger.com (Albert K. Boekhorst) — Fri, 07 Jun 2013 09:29:00 +0000

I forward the text of this email:

Rethinking ACRL’s Information Literacy Standards: The Process Begins

http://www.acrl.ala.org/acrlinsider/archives/7329

June 4th, 2013 by Steven J. Bell

ACRL’s Information Literacy Competency Standards for Higher Education (“the Standards”) were first adopted in 2000. Since then the Standards have become one of, if not the most essential document, related to the emergence of information literacy as a recognized learning outcome at many institutions of higher education. In the vast collection of research and writings about information literacy, the Standards are cited thousands of times. Put simply, ACRL’s Standards are the de facto definition of information literacy. Though they have served the academic library profession well over the past thirteen years, the current standards are showing their age. It is time for our association to engage in a process to rethink and reimagine them for the next generation of academic librarians, college students and the faculty.

This process was initiated in July 2011 with the creation of a Task Force to review the Standards in order to determine if ACRL should retain the existing standards for an additional five-year cycle, revise the standards, or rescind the standards if they were regarded as no longer useful. That Task Force recommended to the ACRL Board of Directors that the Standards should be extensively revised. Citing emerging models of information literacy, recognizing the development of multiple new literacies and the need to provide a stronger continuum of literacy from K-16, the recommendations from the Review Task Force were approved by the Board at the 2012 ALA Annual Conference.

The Board’s next step was the creation of the ACRL Information Literacy Competency Standards for Higher Education Task Force with the following charge:

Update the Information literacy competency standards for higher education so that they reflect the current thinking on such things as the creation and dissemination of knowledge, the changing global higher education and learning environment, the shift from information literacy to information fluency, and the expanding definition of information literacy to include multiple literacies, e.g., transliteracy, media literacy, digital literacy, etc.

With the charge in place, I set about recruiting the individuals who would take on the challenging task of revising the Standards. I believe the roster reflects some of the best minds our profession has currently working in the area of information literacy. At the nucleus of the team are two highly accomplished information literacy experts, Trudi Jacobson and Craig Gibson, who will serve as the Task Force co-chairs. According to Jacobson, Head of Information Literacy Department in the University Libraries of University at Albany, SUNY and a member of the initial Standards Review team, “the Task Force was strategically constituted in order to include members with expertise in the field of information literacy and higher education more generally. The librarian members represent a range of institution types as well as aspects of information literacy.”

Jacobson, who is also noted for co-developing a metaliteracy framework for information literacy, added that “We also wanted to include those with specialized knowledge and affiliations within higher education that will facilitate a broad, multiple-constituency examination of the issues.” The membership of task force includes non-librarians from university departments, higher education organizations, and an accreditor. The full roster for the Task Force is available on the ACRL website.

In a recent prospectus provided to the ACRL Board of Director’s Executive Committee, Jacobson and Gibson outlined their thinking about how they would guide the Task Force in approaching a revision of the Standards (see “additional resources” at the end of this post for links to the prospectus and Board response). According to Gibson, the 2000 Standards have served us well. However, owing to changes in user behavior, higher education, technologies, and the information environment itself, Gibson said “We now need an expanded set of literacies—those that take us beyond textual information, that emphasize student participation in creating new content, that encourage students to develop metacognitive abilities and different parts of the brain, and that create more and deeper opportunities for collaboration among librarians, faculty, instructional designers, technologists, and students themselves.” He added that “The Standards need to reflect that information may be textual, visual, audiotory, or data. This is a new learning environment where students lead curriculum projects as often as faculty or other experts.”

In rewriting the Standards, Gibson and Jacobson hope to lead the Task Force in providing good examples of how the blending of competencies across multiple literacies will better serve us in creating more discussion, collaboration, and student and faculty involvement alike. Their shared vision is that the new Standards are likely to be digests and examples of good practices of collaborative program development around these blended competencies.

If you would like to learn more about the work of the Information Literacy Competency Standards for Higher Education, I encourage you to attend an open forum being held at the 2013 ALA Annual Conference on Saturday, June 29, 2013, from 1:00 to 2:30 p.m.

Additional Resources:

Task Force Prospectus on Work Plan

ACRL Board of Directors’ Response to Task Force Prospectus

Report of the Standards Review Task Force

Media and Information Literacy and Intercultural Dialogue: MILID Yearbook 2013

noreply@blogger.com (Albert K. Boekhorst) — Tue, 21 May 2013 14:12:00 +0000

Media and Information Literacy and Intercultural Dialogue: MILID Yearbook 2013

Edited by Ulla Carlsson & Sherri Hope Culver

A Collaboration between UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue and NORDICOM

http://www.nordicom.gu.se/cl/publ/electronic//Media_and_Information_Literacy_and_Intercultural_Dialogue.pdf

UNESCO Publication Worldwide Information Literacy resources

noreply@blogger.com (Albert K. Boekhorst) — Sat, 16 Feb 2013 09:06:00 +0000

A collection of Information Literacy (IL) Resources from around the world is now available on UNESCO’s website in e-Pub and PDF formats. The publication titled “Overview of Information Literacy Resource Worldwide” is divided into 42 language lists and includes selected resources – from websites, books, journals and other kinds of publications – that were provided by contributors from different countries and institutions and compiled by Dr Forest Woody Horton Jr.

The publication is available in PDF and ePubs formats.

See http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/e_pub_brings_together_worldwide_information_literacy_resources_available_in_42_languages/

IL videos

noreply@blogger.com (Albert K. Boekhorst) — Fri, 18 Jan 2013 10:05:00 +0000

I got this message from Woody Horton, active as ever. Thank you.
Colleagues, a great many short IL videos, of various lengths, aimed at
different education levels, with a variety of themes, and so on, have
been published in recent years and I find them very useful for the
classroom, in workshops, at conferences and business meetings, and so
forth. They can be very useful for getting across basic ideas, and
adding an entertaining element to what might otherwise be a "heavy"
topic. I urge you to become familiar with some of them so that you
can enrich your teaching and professional IL tools portfolios. Here is
a selected sample, and you can certainly find many more if you go to
the main YouTube website. There are some MIL videos among them.

https://www.youtube.com/watch?v=VrT0xFG9TB0

https://www.youtube.com/watch?v=xwvJqvLw5dc

https://www.youtube.com/watch?v=yeopJX5jJV8

https://www.youtube.com/watch?v=Wn0_H-kvxkU

https://www.youtube.com/watch?v=NS2PqTTxFFc

https://www.youtube.com/watch?v=onjdJGXa9KA

https://www.youtube.com/watch?v=SjJBE9OWovI

https://www.youtube.com/watch?v=B8ofWFx525s&playnext=1&list=PLA69785A0D34939AF

https://www.youtube.com/watch?v=FMQvAeQOVqs

https://www.youtube.com/watch?v=NVVmFYyD1MI

https://www.youtube.com/watch?v=JWzigkpR7yg

Joint programme with School Libraries

noreply@blogger.com (Albert K. Boekhorst) — Tue, 15 Jan 2013 11:08:00 +0000

Joint programme with School Libraries, Theme School Libraries and Information for Civic Literacies: The deadline has been extended to 31 January 2013.

UNESCO Launches Free Online Course on Media and Information Literacy

noreply@blogger.com (Albert K. Boekhorst) — Tue, 15 Jan 2013 10:50:00 +0000

UNESCO supports the Media and Information Literacy (MIL) and Intercultural Dialogue University Network in the launch of an online course in MIL and intercultural dialogue. The course is designed for teachers, policy makers and professionals. It is led by the Queensland University of Technology (QUT) and will be offered over 13 weeks, from 25 February to 31 May 2013.

see further:

http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/unesco_launches_online_course_in_media_and_information_literacy_and_intercultural_dialogue/

Season Greetings

noreply@blogger.com (Albert K. Boekhorst) — Tue, 25 Dec 2012 13:14:00 +0000

Marry Christmas and a happy and succesfull 2013.

INTERNATIONAL MEDIA AND INFORMATION LITERACY SURVEY (IMILS) Final Report

noreply@blogger.com (Albert K. Boekhorst) — Mon, 10 Dec 2012 13:21:00 +0000

The final report is available now available here and in IMILS.PDF and IMILS.PUB format at albertkb.nl/imils.html).
Reactions and comments are welcome

Information Literacy Efforts Benchmarks, 2013

noreply@blogger.com (Albert K. Boekhorst) — Wed, 28 Nov 2012 20:10:00 +0000

Primary Research Group has published Information Literacy Efforts Benchmarks, 2013 Edition, ISBN 157440-14-5

The 115 page study presents data from 60 colleges and universities about their academic library and institutional information literacy efforts. The study helps librarians and others to answer questions such as: What are staffing and staff time use trends in information literacy? How many more, or fewer students, will take information literacy oriented classes and sessions this year as compared to last year? What software packages are favored for producing info literacy tutorials? How do instructors rate the information literacy skills of their students, before an after training? What is the role of information literacy testing? What about trends in information literacy assistance to faculty? What is the role of information literacy presentations at student orientations? What is the relationship like between library information literacy faculty and key academic departments? What percentage of colleges have formal information literacy requirements and what are these requirements? This is just a small sample of topic coverage.

Just a few of the study’s many findings are that:

• 41.67% of college libraries in the sample participate in some kind of orientation or information literacy training class designed especially for online or distance learning students.

• Just 5% of survey participants feel that upper college administrators consider information literacy a high priority.

• 29.4% of four year colleges in the sample use student standardized test results to assess the performance results of information literacy instructors.

• 12.5% of community colleges in the sample require an information literacy exam for graduation.

• A third of the research universities in the sample have ever administered a test to assess student capacity to use the online library catalog.

• Nearly two thirds of librarians sampled consider their students to be very unskilled in the use of eBook collections.

• About 39% of colleges in the sample with less than 2,500 students enrolled offer librarians faculty status.

• For research universities, library sessions in student orientation last a mean of only 12 minutes.

• 25% of the private colleges in the sample plan to increase their investment over the next three years in equipment and space used for information literacy efforts.

Data in the report is broken out by size and types of college, by enrollment level and by number of information literacy classes or sessions given. A pdf version of the study is currently available from Primary Research Group Inc. For further information view our website a www.PrimaryResearch.com.

noreply@blogger.com (Albert K. Boekhorst) — Sat, 24 Nov 2012 11:53:00 +0000

Thanks to Karen Bonanno : SOS for Information Literacy .. a virtual idea factory for teaching information literacy skills http://www.informationliteracy.org

Library instruction and information literacy 2011

noreply@blogger.com (Albert K. Boekhorst) — Fri, 23 Nov 2012 11:48:00 +0000

I copy a message from Nancy

Nancy Graham

5:33 am (1 day ago)

to LIS-INFOLITERA.

Dear all

I just saw this in the latest issue of Reference Services Review:

Anna Marie Johnson, Claudene Sproles, Robert Detmering, Jessica English, (2012),"Library instruction and

information literacy 2011", Reference Services Review, Vol. 40 Iss: 4 pp. 601 – 703

It’s a useful bibliography of the latest articles on information literacy instruction with a short summary of each article. Many of them look to be full of really practical advice on innovative teaching techniques etc.

All the best,

Nancy

Nancy Graham
Subject Advisor (Medicine)
Library Services
Academic Services
University of Birmingham
Edgbaston
Birmingham B15 2TT

Tel: +44 (0) 121 414 3138

N.B. Please note that I do not work on Fridays. Medicine is covered by Sarah Pittaway (s.l.pittaway@bham.ac.uk) on Fridays.

n.graham.1@bham.ac.uk

https://intranet.birmingham.ac.uk/library

Publication

noreply@blogger.com (Albert K. Boekhorst) — Fri, 23 Nov 2012 11:00:00 +0000

I quote from http://iite.unesco.org/publications/3214705/

UNESCO has been actively involved in developing foundations for media and information literacy to assist Member States in pursuing the achievement of the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) related to MIL.

The UNESCO Institute for Information Technologies in Education commissioned this Handbook, which is intended to become a useful tool that would equip teacher training institutions and facilitate teaching media and information literacy in teacher training, to the Finnish Society on Media Education. This Handbook should help teachers to enhance their media and information literacy and encourage them to take up media education in the classroom. The main target group is teachers of secondary schools who are either in training or in service. The Handbook provides teachers with basic knowledge on media and information literacy, and the way these skills can be taught.

The Finnish Society on Media Education (www.mediaeducation.fi – FSME), founded in 2005 by Finnish researchers and practitioners in media education, is an association operating nation-wide in two main languages (Finnish and Swedish). The goal of FSME activities is to support and develop the field of research and practices concerning media education, contribute to the public debate and provide opportunities to share media educational experiences online and offline.

You can download the publication from

http://iite.unesco.org/publications/3214705/

CALL FOR PROPOSALS Singapore 2013

noreply@blogger.com (Albert K. Boekhorst) — Thu, 04 Oct 2012 11:45:00 +0000

WORLD LIBRARY AND INFORMATION CONGRESS:

79^th IFLA General Conference and Council: Future libraries: Infinite Possibilities

Singapore, August 17-23, 2013

CALL FOR PROPOSALS

Programme: Intergenerational Literacies: textoótechno

The IFLA Literacy and Reading and Information Literacy Sections are seeking proposals for a joint programme to be held at the IFLA Conference in Singapore in August 2013.

The challenge of new information and learning landscape can lead to all sorts of information gaps. One of them is a gap between texto and techno generations which can cause intergenerational isolation and separation. The program will showcase innovative and effective library programmes that intend to bridge this gap.

Proposals are requested for as many as ten tabletop presentations which will be given simultaneously. After an opening plenary keynote address, audience members will rotate to three different fifteen-minute presentations of their choice. Presenters will therefore be asked to repeat their presentation three times for three different sets of people.

Proposals chosen for presentation will be specific about how libraries and/or associations have tackled issues related to texto and techno literacies in their particular setting, thus developing intergenerational literacies, dialogue, digital inclusion and social cohesion. They should be grounded in theory, research, and/or practical applications. Because these projects will be presented in an informal, small group setting, speakers should plan some visual accompaniment such as a poster that can be set up on the table. Presenters may also want to bring brochures or flyers to hand out. People submitting successful proposals will be asked to write a brief paper summarizing their library programme or project for publication in the IFLA Proceedings. All chosen presenters will be listed in the official Conference programme.

Proposals in English are required, and should provide the following information:

Name and institution of speaker(s)

Brief biographical information

Proposal title

Brief (300 to 500 word) description of project and presentation format

Language of presentation

Proposals should be sent to Elena Corradini (Secretary of the Literacy and Reading Section) at ecorradini67@gmail.com by November 30, 2012. Please indicate "IFLA Proposal WLIC 2013" on the subject line. Finalists will be notified by December 15, 2012, and will be expected to submit final versions of their papers in one of the official IFLA languages by May 15, 2013.

For more information, please contact Leikny Haga Indergaard (Chair of Literacy and Reading Section) at: Leikny.Indergaard@bergen.kommune.no

Please note that it is the speakers’ responsibility to find funding for their participation.

MIL Conference in Moscow

noreply@blogger.com (Albert K. Boekhorst) — Tue, 04 Sep 2012 16:08:00 +0000

Details on the MIL Conference in Moscow June 2008 are now available on the UNESCO website MIL Moscow 2008 A lot of nice pictures of presenters and more;

Key speakers

Theme 1 - Theoretical and conceptual aspects: Conceptualization withing Knowledge Societies Presentations theme 1

Theme 2 - Practical and empirical aspects: Mainstreaming, application and advocacy Presentations 2

E-Discussion

noreply@blogger.com (Albert K. Boekhorst) — Mon, 03 Sep 2012 12:52:00 +0000

From 4-6 September an e-discussion ‘Conceptions of Information Literacy in an International Context’ will be held.

Some expert participants are invited to share their initial thoughts on the three topics, but everyone's contributions will make this discussion valuable.

Each of the 3 days will focus on a different area of information literacy. The discussion threads for the 3 days are as follows:

o Day 1: What is information literacy?

o Day 2: What is the link between information literacy and research skills?

o Day 3: What are the effective tools and approaches used in information literacy?

For details see http://community.eldis.org/.5b11be60