TUGAS 4 KOMAS
Information Literacy Framework for Wales Finding and using information in 21st century Wales
PENULIS : CARDIFF UNIVERSITY, PRIFYSGOL CAEDYDD
URL: https://libraries.wales/wp-content/uploads/2016/06/Information_Literacy_Framework_Wales.pdf
Information Literacy in CQFW Levels The
following section is organized by CQFW levels. For each level there is a
description and a table which gives information literacy learning objectives
divided into sections for each SCONUL pillar. Where appropriate, elements of
the skills curriculum are integrated into the corresponding levels. 5. 1 Entry
Level Entry level is the first stage in the CQFW and it is divided into three
categories: • Entry Level 1 • Entry Level 2 • Entry Level 3 5. 1.1 Entry Level
1 Learning objectives for this section have been partially derived from the
National Information Literacy Framework (Scotland) Working Draft (Irving &
Crawford, 2008) Information Literacy Level – Schools Skills and Student
Assessment Checklist Items 31 Level A. This was adapted from City of
Edinburgh’s EXPLORE Model (2006). Level A matches the expectations of the CQFW
for entry level 1. Where appropriate, competencies from the Welsh skills
curriculum (Welsh Government, 2008b) have been included (these have been marked
with *). “Entry 1 recognises progress along a continuum that ranges from the
most elementary of achievements to beginning to make use of skills, knowledge
or understanding that relate to the immediate environment” (Welsh Government,
2010b) Information Literacy Framework for Wales 13 Learning Objectives • Define
the information needed • Start to frame simple questions on the topic • Begin
to understand that some things are ‘fact’* • Brainstorm information already
known • Become aware that information exists in a variety of forms* • Identify
common sources of information that can be accessed orally • Identify the key
words to locate in written sources • Choose from given options where to find
information and ideas.* • Identify where specific information may be found •
Frame simple questions for obtaining information • Identify, in response to
questions, some basic success criteria for what is going to be done* • Use
questions to obtain information orally • Identify key information from simple
texts • Listen and respond to others in familiar contexts, asking questions to
obtain simple/specific information* • Check that the information found is what
was required • Begin to link outcomes to success criteria* • Be able to make a
decision using information obtained • Become aware that ICT can be used to
communicate ideas* • Present information found • Use information for a specific
purpose Pillar Identify Scope Plan Gather Evaluate Manage Present Entry Level 1
14 Information Literacy Framework for Wales 5. 1.2 Entry Level 2 The learning
objectives for this level have been partially derived from the National
Information Literacy Framework for Scotland Working Draft by (Irving &
Crawford, 2008) Information Literacy Level – Schools Skills and Student
Assessment Checklist Items 31 Level B. This was adapted from City of
Edinburgh’s EXPLORE Model (2006) Level B and matches the expectations of the
CQFW for entry level 2. Where appropriate, competencies from the Welsh skills
curriculum (Welsh Government, 2008b) have been included (these have been marked
with *). “Achievement at entry 2 reflects the ability to make use of skills,
knowledge and understanding to carry out simple, familiar tasks and activities
with guidance” (Welsh Government, 2010b) Information Literacy Framework for
Wales 15 Learning Objectives • Define the information needed • Brainstorm
information already known and areas of interest • Form a variety of questions
about the topic • Identify which information can be obtained orally and which
may be paper based or electronic • List where oral and written sources of
information may be found • Indicate the keywords required for searching written
information • Select potential resources • Prepare questions for obtaining
information orally • List the steps to find information required • Begin to
find common sources of information • Recognize that some information sources
can be accessed by using simple menus or indexes • Use a web browser to locate
a pre-selected webpage • Locate a book in a pre-selected section or index • Use
an index and table of contents • Decode text and begin to find simple
information using organisational devices and available clues to deduce meaning*
• Extract information from lists, tables, simple bar charts and diagrams • Use
simple questions to gather information orally • Listen to the detail of
responses • Select relevant, and current information • Sort objects, using one
or more criteria* • Identify if more information is needed • Begin to develop
information and ideas, combining text and images.* • Record information sources
in a simplified format • Use information to make a decision • Use given ICT
resources to help create, present and safely share their ideas, including
text/word-banks and images* Pillar Identify Scope Plan Gather Evaluate Manage
Present Entry Level 2 16 Information Literacy Framework for Wales 5. 1.3 Entry
Level 3 The learning objectives have been partially derived from the National
Information Literacy Framework (Scotland) Working Draft (Irving & Crawford,
2008). This in turn uses the Information Literacy Level – Schools Skills and
Student Assessment Checklist Items 31 Level C adapted from City of Edinburgh’s
EXPLORE Model (2006). Level C matches the expectations of the CQFW for entry
level 3. Where appropriate, competencies from the Welsh skills curriculum
(Welsh Government, 2008b) have been included (these have been marked with *).
“Achievement at entry 3 reflects the ability to make use of skills, knowledge
and understanding to carry out structured tasks and activities in familiar
contexts, with appropriate guidance where needed.” (Welsh Government, 2010b)
Information Literacy Framework for Wales 17 Learning Objectives • Define the
information problem • Brainstorm known information and areas of interest about
the topic • Form a variety of questions about the topic with support • Identify
gaps and begin to build on existing skills, knowledge and understanding
required for the task* • Create a list of the information required • Identify
general, reference, and people resources with support and guidance • Suggest
how to find relevant information and ideas* • Plan the process/method to be
used* • Identify keywords most relevant for searching • Use library catalogue
to locate an item by keyword, author or title with guidance support • Find
suitable information from given sources using simple searches, to support a
range of activities* • Select best potential resources that are relevant, valid
and current • Use questions to guide listening, viewing, and reading • Link
outcomes to success criteria* • Look for trends, inconsistencies, or missing
information • Select relevant, understandable, current, and objective
information with support • Choose data from given information presented in a
variety of numerical and graphical ways* • Record information sources with
support and guidance • Safely share information with others, including the use
of e-mail; virtual learning environments (VLEs)* • Read and interpret
information from graphs with support and guidance • Paraphrase or summarize
information with support and guidance • Use numeric sequencing (e.g. page
numbers)
Importance of Information Literacy
skills for an Information Literate society
Penulis : Prasanna Ranaweera University
of Colombo
URL: https://www.researchgate.net/publication/28809097_Importance_of_Information_Literacy_skills_for_an_Information_Literate_society
What is information literacy?
Traditionally,
Literacy means the ability to read and write. But there seems to be
various types of literacy. Such as
audiovisual literacy, print
literacy, computer
literacy, media literacy, web
literacy, technical literacy,
functional literacy, library
literacy and information literacy etc.
Nominal and active literacy too
focuses on
making people aware to read and write in their day to day
activities. Information
literacy is quite
different to the above. It is a combination of all these concepts but
goes beyond them.
According to the
American Library Association, information literacy is the ability to
"recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information" (ACRL, 2000, p. 1).
Information Literacy
is the set of skills needed
to find, retrieve, analyze, and use
information. The
twenty-first centaury has been named the information era, owing to
the explosion of
information and the information sources. One cannot achieve the
study target
without practicing special
information literacy skills. In
other words
information literacy
skills empower the people with the critical skills which will help
them to become
independent life long learners. These skills will enable people to
apply their
knowledge from the familiar environment
to the unfamiliar.
Due to information
explosion it has become increasingly clear that students cannot
learn
everything they need to know in their
field of study, within a few
years, at
school or the university. Information
literacy equips them with the
critical skills
necessary to become
independent lifelong learners.
As the American
Library Association Presidential Committee on Information Literacy
(1989) explains.
"Ultimately, information
literate people are those who have learned
how to
learn. They know
how to learn
because they know
how knowledge is
organized, how to
find information, and how to use information in such a way that
others can learn
from them. They are people prepared for lifelong learning, because
they can always find
the information needed for any task
or decision at hand."
Information literacy elements
were defined by
Bundy (2004) under
three main
elements..
1. Generic skills
a. Problem solving
b. Collaboration c. Team work d. Communication e.
Critical thinking
2. Information
skills
a. Information seeking b. Information
use c. Information
technology
fluency
3. Values
and beliefs
a. Using
information wisely and ethically
b. Social
responsibility & community participation
Bruce (1997)
has defined several concepts influencing and coexisting with
information
literacy.
1. Computer literacy 2. IT literacy 3. Library skills
4. Information skills 5.Leaning
to learn
According to
Californian University Information literacy fact sheet, (2000); an
information literate individual is able to:
w Determine the extent of information needed
w Access the needed information effectively and
efficiently
w Evaluate information and its sources
critically
w Incorporate selected information into one's
knowledge base
w Use information effectively to accomplish a
specific purpose
w Understand the economic, legal, and social
issues surrounding the use of
information,
and access and use information ethically and legally
"Despite
the information literacy's wider significance
within the educational
environment,
information literacy has evolved from library education practices, and
therefore the debate
presented is based
on the examination
of the literature
generated by
the library and information science (LIS) disciplines. As the literature
clearly
illustrates, information literacy has developed to address the
requirements
generated by
the phenomena such as information over load caused
by the rapid
developments in
digital technologies, by the
needs of the information society for
competent
information consumers, and to meet the requirements of the knowledge
economy for
a responsive and informed work force". (Andretta 2005, 5p)
Information
literacy concept evolved from several basic library concepts such as
library
instructions, bibliographic education, user education, and information literacy
programmes.
Enquiring Minds’ and
the role of information literacy in the design, management and assessment of student
research tasks
Penulis: Chandos Information Professional Series
URL : https://www.sciencedirect.com/science/article/pii/B9781843346104500057
This chapter considers the Enquiring Minds (EM) project at
Staffordshire University, and the role that information literacy (IL)
principles and standards can play in improving the quality of students’
research. Clearly, an essential pre-requisite is institutions’ commitment to
embedding IL principles in the curriculum, while at the same time creating more
(and better) opportunities to deploy research and research-related skills and
putting Enquiry-Based Learning (EBL) at the heart of the student experience.
However, if progress is to be made it will be essential for lecturers – working
with groups like information specialists – to factor IL principles and
competency standards effectively into research task design, guidance, and
assessment criteria. While it is clearly essential to bring IL requirements
into learning outcomes (a vital step in changing behaviour, and raising the
quality of students’ research), it is also necessary to recognise the
limitations of learning outcomes. Consequently, there is considerable value in
ensuring that IL standards are adapted and deployed to meet the needs of
particular tasks, with task designers supplementing learning outcomes with
effective guidance. As EM research has suggested, some EBL schemes or types of
project work may require close guidance on specifics like taking ‘preliminary
steps’, using ‘a range of different enquiry methods’, or ‘communicating
research results effectively’. The chapter concludes by emphasising the value
of embedding IL principles in the curriculum – something that has considerable
potential for improving students’ research, and empowering them to become
independent learners and ‘producers of knowledge’. However, this will
necessitate more effective ways of assessing IL aspects of learning outcomes,
and rewarding good practice in conducting effective searches, authentication,
and critical evaluation.
Guidelines on
Information Literacy for Lifelong Learning
Penulis : Jesus Lau
The complete success of an information literacy program depends on the commitment at
the institutional
level. However, a commitment is
not always present or clear at top
management levels. Therefore, information professionals
must devote time to create the
relevant strategies to
convince and sell the benefits of information literacy to institutional
leaders to get their support. The basic steps to market an information literacy program,
among those recommended by ACRL (2004), and by Byerly and Brodie (1999), are:
General actions.
•Adapt or
adopt international information literacy
standards and practices
•Identify the information literacy program that works
best for you and your institution
•Adopt or
design a program based on national and international experiences
•Identify
what is required to implement the program
•Regard the
information literacy process as non-linear, you may skip steps and change their order
•Work on a
strategic plan to chart the course of your goals and actions –See Chapter 5 for
specifics
•Involve all relevant parties in the planning
process: your library team, faculty/teachers,
administrators, and the final decision-maker for the project
Change strategies. Resistance to change is basic to human nature;
information professionals
should understand the
obstacles so that they can overcome them. According to Walton
(personal communication,
November, 2004), the major problem faced as information
professionals is that we are all too often resource-based rather than curriculum-based with a
strong emphasis on student-centered learning. In addition, as information professionals we
need to sufficiently understand what information literacy- (not necessarily called that by
students or tutors)
related activities are already taking place between tutors and students.
Peterson (1978) has the
following recommendations for librarians:
•Changes in
methods of instruction are more difficult than changes in curriculum or
administration
•When a
change requires teachers to abandon an existing instructional practice, it is
not
likely to succeed
•If
retraining is required, success is threatened unless strong incentives are
provided
•Efforts to
change curriculum by integrating or correlating the content are resisted and
are especially at risk
•The cost of
change is a significant factor in determining the permanence of the change
•When a
change puts a strain on school personnel or requires a substantial investment
in
learning new facts and
procedures, it is not likely to succeed
•Minimal new behavior has more possibility of being
accepted 21
•Librarians
need to take a larger share of the work to
make things happen until faculty/teachers see the benefits of
collaboration
•Collaboration efforts should not be seen as
difficult to achieve
•Library
collaboration should be viewed by teachers/faculty as essential to their
success
•The gains
from change should be seen clearly by participants
•Information
professionals should be strong advocates for their programs Share leadership.
•Identify,
assign, and share top leadership with the rest of the library team
•Ask to
include the information literacy philosophy in the core institutional
documents, such as the mission, strategic
plan, and relevant policies
•Convince authorities to get the proper financial
support for hiring librarians, library staff,
building/adopting facilities, training personnel, and developing procedures
•Acknowledge collaboration among your partners,
authorities, and different parties involved
•Communicate
and promote recognition of the IL support you receive Institutional culture.
•Analyze the
dynamics of politics, personnel, and budget
at your institution and its learning
communities
•Identify
your institution’s own organization style of working
•Take the
role of building learning partnerships
•Start a
collaborative academic scheme with
teachers/faculty, other librarians, technology coordinators,
administrators, curriculum planners and learning facilitators Potential
challenges.
•Be prepared
for obstacles such as limited facilities and scarce or no economic or human resources
•Accept that some administrators may reject or
ignore the information literacy benefits
•Know and act upon positive, negative, or lack of
interest reactions of teachers/faculty
•Rely on
technology to lead your institutional learning collaboration
•Look for support from your lifelong learning
community, it may come from students, teachers/faculty, administrators, members from other institutions Be
assertive.
•Recognize that something has to be done and be
aware that nothing will be perfect
•Make it a goal to ensure information literacy
is incorporated into the curriculum
•Be positive and persuasive about what needs to be
done
•Remember,
the library should be at the center of information literacy actions
Skills in the area of digital safety as a key component of
digital literacy among teachers
Penulis :Łukasz Tomczyk
URL : https://link.springer.com/article/10.1007/s10639-019-09980-6
Research objectives
The objective of
the study was the assessment of the knowledge and skills connected with digital
literacy in the area of e-threats among teachers working in the second stage of
education (grades 4–6 of primary school) in Poland. The additional, practical objective
was to effect the modification of governmental programmes addressed to
teachers; this modification would increase the sense of digital safety among
stakeholders focused around Polish schools. The results presented are only an
excerpt from the wider research project covering the 12 groups analysed. The
results were selected based on the stage of education and the subject’s role
(teachers, parents, students). Thus, the results are both diagnostic and
applied.
Tool structure
The main tool
used in the study was a questionnaire that measured the level of DL related to
digital threats and that identified the characteristics connected with the
given result. The questionnaire was divided into two parts (Frankfor-Nachmias
and Nachmias 2001).
The first part served to gather socio-demographic data (age and gender, years
of professional experience, stage of professional development). It also
included questions about the methods and the frequency of using digital media
in education, a self-evaluation of the subject’s own digital literacy, and
incidents digital security in school being breached. The second part of the
questionnaire focused solely on assessing DL as it relates to digital safety.
For this purpose, 6 DL components were identified, connected with technical safety
of using media (ergonomics, duration of use etc.); assessment of the
credibility of online information (knowledge and awareness of hoaxes, and the
creation and dissemination of online content); safe interactions with other
users (knowledge ensuring the safety of children during their interactions with
other users); anonymity (awareness of the mechanisms of manipulation used in
order to obtain important data, and how to maintain anonymity); creating secure
logins and passwords (knowledge of the processes of logging-in and generating
secure access passwords); and copyright (the ability to recognise the legal
liability for downloading and sharing files, using someone’s intellectual
property, and the legal aspects of using digital content in education). The teachers
involved in the research had to answer 16 questions. For each of the selected
areas, the parents answered questions from the competence test. The respondents
could score from 0 to 100% points for their answers in each of the 6 areas.
Based on the arithmetic mean, a global variable was constructed as the average
result in the six abovementioned areas (0% – unsatisfactory DL level in terms
of digital safety, 100% – all answers were correct). The areas of DL regarding
digital safety were imposed by the Ministry of National Education and the
executors of the project Bezpieczna + (Safety+).
This tool extends beyond the hitherto employed quantitative studies that
measured digital literacy based on self-assessment.
Sampling and research procedure
The sampling was
random. The research was conducted as part of a nation-wide project
commissioned by the Polish Ministry of National Education, and executed by the
Cities in Internet Association (Stowarzyszenie
Miasta w Internecie) in Tarnów. The study was carried out by experts in
social studies (e.g. representatives of the research and training agency
NAVIGO) and media pedagogy, with years of experience in gathering data from
representative samples. The research was conducted in compliance with ethical standards.
The data collected were completely anonymous; the test result was also
classified. The study was conducted at the turn of 2017 and 2018. The final
report was sent to the Ministry of National Education.
Sample characteristics
The research was
conducted among 701 teachers from the second stage of education (grades 4–6),
from all over Poland. The group consisted of 85.7% females (N = 601) and 14.3% males (N = 100).
The average age of the respondents was 43.45 years with SD-0.06 and median
44. This data
is in line with the characteristic of the general teacher population in Poland.
The respondents had reached the following stages of their professional career
(4 stages were used, and these are listed here in order from the least to the
most experienced): trainee (4.9%), contract (11.3%), appointed (18.3%), and
chartered (65.6%). The average number of years of professional experience was
18.79 with SD = 9.72 (max = 40 years, min = 0 years of working in school). The respondents were
employed in schools located in: villages (32.0%); towns with a population up to 50,000
(30.8%); cities with a population of 50–100,000 (14.4%); cities with more than
200,000 residents (12.6%); and cities with a population of 100–200,000 (10.2%).
Digital Literacy and
E-skills: Participation in the Digital Economy
Penulis : M. Bowles
url : https://www.researchgate.net/publication/275522942_Digital_Literacy_and_E-skills_Participation_in_the_Digital_Economy
teachers and coordinators of courses addressing digital literacy
needs of people with disabilities is:
• The
Certificate I in IT programs are underfunded or not being
funded in 2013 and beyond.
• The
emphasis is on ICT qualifications from Certificate III and
above where TAFE institutes can receive state funding.
• Short
courses funded by Commonwealth agencies are rarely
aligned to competencies or skill sets.
• Foundation
digital literacy competencies and the Certificates
I and II in IT are being centralised to one or a few locations in a
city e.g. Sydney which limits access for most students with a
physical disability and limited capability to travel.
• Schools
are intended to be the place where Certificates I and
II IT skills are covered. However, how well schools address ICT
foundation digital literacy skill will vary enormously and is
contingent on availability of funds, resources and skilled staff.
• People
with disabilities are less likely to acquire the necessary
foundation digital literacy skills at schools in the lower socio-
economic urban and/or regional areas.
• Adult
education is intended to pick up Certificates I and II in IT
skills for older students but has equally been le without funds
or an established capacity to teach people with disabilities.
The people consulted and
providing feedback on this maer
consider people with
disabilities need the digital literacy skills
identified at AQF levels
1 and 2 (Foundation Level 1 and 2 e-skills).
Programs are in place to
address this issue and they have been
successful in both
improving skills and enhancing the digital
participation and
wellbeing of people with disabilities.
However,
the feedback suggests
that in some public adult education,
and technical and
further education providers we may not be
maintaining the existing
capacity required to meet current demand.
5.4 Addressing
digital literacy needs in rural and remote
communities
Rather than reproduce findings from elsewhere it is noted that
digital literacy needs in rural and remote communities have been
extensively investigated and reported in the parallel research
project commissioned by IBSA: The Post-NBN impact on
enterprises and
e-skills.34
Findings from this
research concentrated on e-skills in demand in
small to medium size
enterprises (SMEs) in three of the earliest
NBN release
sites—Armidale (NSW), Scosdale (TAS) and
34 Bowles, 2012b.
Brunswick (VIC) — where
businesses are some of the earliest to
be connected to the
high-speed broadband network. Reference
was also made to the
Willunga site in South Australia. With
up to 18
months experience
connected to the NBN some of the regional and
remote sites investigated
illustrate that lile or only modest change
is occurring in closing
gaps in critical e-skills that businesses had
signalled were in high
demand prior to NBN rollout. Findings
derived
from analysis of
responses from over 70 businesses show that the
enthusiasm about the
possibilities the NBN brings to a business
and region is being
tempered by the frustration of not being able to
access the skills to
harness the capability.
A number of new skills needs have emerged from the Post-NBN
research work. Many directly echo the research herein. The
following summarise the eight main skill sets being sought:
1. Use of the NBN for personal advantage
2. Use of the NBN to advance an enterprise
3. Planning a Digital Economy strategy for a region (Use of the
NBN to advance a region or group)
4. Management of teleworkers
5. Preservation and presentation of cultural and community
assets online
6. Selling products and services and interaction with customers
online
7. Commercialisation of digital technology innovations
8. Development of a proposal for a digital business opportunity
While the first three
appear to be more NBN related, the other
proposed skill sets and
competencies are explored in the later
section canvassing new
skill sets and competencies that are
in demand beyond the
NBN-related context. The new e-skill
additions required by
remote and rural communities are a logical
extension of the
existing e-skills. However the major
issue is how
training is
occurring. With 32% to 56% of premises
in some early
NBN release sites never
before having a high-speed broadband
connection, identifying
skills required is of only secondary
importance to engaging
users with oen very low digital literacy in
a meaningful learning
experience. The section below suggests
how
existing skills and
training strategies must be improved to facilitate
improved competence and
narrowing of the digital divide
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