Reliability of Web-Based Information in Inquiry Projects

This case study aims at identifying how a community of secondary school students selects web-based information and factors associated with the reliability of online reference sources during their collaborative inquiry (co-inquiry) projects. This study, conducted in a public secondary school in Brazil, focused on information literacy skills for collaborative open learning (colearning). The research is based on qualitative content analysis implemented on the online platform weSPOT. Although students are mindful of the importance of comparing different sources of information they seem not to be aware of reliability in online environments. Teacher's guidance is essential to support co-learners in developing competences, particularly related to critical thinking.

Habilidades informacionais abordadas em instrumentos de avaliação de CI

Internationally there are validated instruments that are used on a large scale to verify the information literacy of individuals in different contexts. Their results serve as a diagnostic for the planning and implementation of information literacy activities. In Brazil there is no validated assessment tools of information literacy. An analysis of contents of four international instruments attached to the upper level educational institutions duly recognized in the literature of the field and validated. The results will be presented related to information literacy addressed in these instruments. It was found that the instruments analyzed the skills focused on the identification of terms of the informational needs, the preparation and construction of search strategies available in parameter two of the Association of College and Research Libraries; differentiation of information sources (parameter one); evaluation and selection of informational sources and selection of the theme searched information (parameter three); and, finally, the abilities of the ethical issue related to use of the information (parameter five). The parameter four, which is facing the communication of information, was not addressed by the instruments. It was concluded that there is a concern of those responsible for preparing the instruments covered with more traditional technical aspects of training users and aspects of information literacy at the expense of ethical and aesthetic aspects.

Geografie in rete e in biblioteca: la ricerca bibliografica in ambito geografico, turistico e ambientale

The purpose of this work is to provide a methodological tool for literature searching in geography, tourism and environmental conservation. Knowledge of bibliographic and documentary resources and learning research strategies form an essential part of training for students and researchers. Literature searching is also a critical element of communication and scientific output. This work aims to analyze the characteristics, and critical issues in geography literature searching in order to provide a critical mass of useful information to correctly prepare a search. Having addressed the issue of information literacy for the study of geography and related disciplines, including a comparison of various approaches, this work describes the physical locations of the research: libraries and archives. It outlines the issues related to the cataloging and digitization of cartographic materials. The particular characteristics of scientific communication and its primary means of dissemination, the scientific journal, are then outlined. This is followed by a description of information sources and types of documents used within the realm of geography. Tools, strategies and resources are then illustrated for conducting an effective literature search both on the web and in the library.

Educationally deficient adults : their education and training needs /

Reprint of the 1964 ed. published by McGraw-Hill. N. Y.

The information specialist in the clinical team: Building expertise in evidence-based healthcare

The Clinician Development Program (CDP) is an initiative of Queensland Health’s Quality Improvement and Enhancement Program. At the Royal Brisbane & Royal Women's Hospital Health Service Districts, evidence-base practice (EBP) is an important CDP area in which several projects were carried out in 2002. This paper describes one such project. A medical librarian was invited to accompany the clinical team on morning rounds in the Medical Assessment & Planning Unit (MAPU). The librarian conducted information skills training in the ward and helped clinicians to answer questions directly related to patient care. Questions not answered during the round were followed-up, usually within 48 hours, and responses emailed to the consultant who led the rounds. At the project’s conclusion the librarian was invited to continue as a member of the MAPU clinical team, thus acknowledging the valuable role an information specialist can play in incorporating research evidence into patient care. Clinical librarianship (CL) creates a space, albeit a contentious one, for the health librarian at the bedside. This paper describes an Australian CL project and attempts to demystify the role of an information specialist in EBP. It also highlights some of the challenges facing librarians and clinicians attempting to embed EBP in clinical settings.

Web 2.0 and the Global Transformation of Education

Румен В. Николов - Статията анализира необходимостта от институционални промени в училищата и университетите с цел да се адаптират към съвременните изисквания на обществото на знанието. Паралелно се анализират феноменът на електронното обучение, глобалната образователна реформа и необходимостта от разработването и прилагането на нови педагогически модели. В статията е поставен акцент върху Уеб 2.0 технологиите и електронните инфраструктури, както и върху тяхното влияние върху образованието и научните изледвания в училищата и университетите. Професионална квалификация на учителите, която да е проектирана така, че да отговаря на новите предизвикателства, се разглежда като ключов фактор за успешното навлизане на новите технологии в училище. Важно е да се отбележи необходимостта от разработка на стратегия за обучение на учителите през целия живот, която да отчита съвременните научни постижения в технологично- обогатеното обучение и новите теории за ученето. Препоръчва се изграждането на социални умения и компетенции, които са подходящи за работа в една Уеб 2.0 базирана учебна среда и с глобалния социален софтуер, да се включи в учебните планове и програми както на учениците, така и в курсовете за подготовка на учители.

Profile of planning: A study of a three-year project on the implementation of collaborative library media programs

The implementation of collaborative planning and teaching models in ten flexibly scheduled elementary and middle school library media centers was studied to determine which factors facilitated the collaborative planning process and to learn what occurs when library media specialists (LMSs) and classroom teachers (CTs) plan together. In this qualitative study, 61 principals, CTs, and LMSs were interviewed on a range of topics including the principal's role, school climate, the value of team planning, the importance of information literacy instruction, and the ideal learning environment. Other data sources were observations, videotapes of planning sessions, and documents. This three-year school reform effort was funded by the Library Power Project to improve library programs, to encourage collaborative planning, and to increase curricular integration of information literacy skills instruction. ^ The findings included a description of typical planning sessions and the identification of several major factors which impacted the success of collaborative planning: the individuals involved, school climate, time for planning, the organization of the school, the facility and collection, and training. Of these factors, the characteristics and actions of the people involved were most critical to the implementation of the innovation. The LMS was the pivotal player and, in the views of CTs, principals, and LMSs themselves, must be knowledgeable about curriculum, the library collection, and instructional design and delivery; must be open and welcoming to CTs and use good interpersonal skills; and must be committed to information literacy instruction and willing to act as a change agent. The support of the principal was vital; in schools with successful programs, the principal served as an advocate for collaborative planning and information literacy instruction, provided financial support for the library program including clerical staff, and arranged for LMSs and CTs to have time during the school day to plan together. ^ CTs involved in positive planning partnerships with LMSs were flexible, were open to change, used a variety of instructional materials, expected students to be actively involved in their own learning, and were willing to team teach with LMSs. Most CTs planning with LMSs made lesson plans in advance and preferred to plan with others. Also, most CTs in this study planned with grade level or departmental groups, which expedited the delivery of information literacy instruction and the effective use of planning time. ^ Implications of the findings of this research project were discussed for individual schools, for school districts, and for colleges and universities training LMSs, CTs, and administrators. Suggestions for additional research were also included. ^

Myanmar MIL Workshop Series

The Mobile Information Literacy curriculum is a growing collection of training materials designed to build literacies for the millions of people worldwide coming online every month via a mobile phone. Most information information and digital literacy curricula were designed for a PC age, and public and private organizations around the world have used these curricula to help newcomers use computers and the internet effectively and safely. The better curricula address not only skills, but also concepts and attitudes. The central question for this project is: what are the relevant skills, concepts, and attitudes for people using mobiles, not PCs, to access the internet? As part of the Information Strategies for Societies in Transition project, we developed a six-module curriculum for mobile-first users. The project is situated in Myanmar, a country undergoing massive political, economic, and social changes, and where mobile penetration is expected to reach 80% by the end of 2015 from just 4% in 2014. Combined with the country’s history of media censorship, Myanmar presents unique challenges for addressing the needs of people who need the ability to find and evaluate the quality and credibility of information obtained online, understand how to create and share online information effectively, and participate safely and securely.

From Scarcity to Overload: Finding “Good Enough” Public Information in Myanmar’s Transition Information Symposium Summary Report

The Myanmar Book Aid Preservation Foundation (MBAPF) and Enlightened Research Myanmar (EMR) held an Information Symposium titled, From Scarcity to Overload: Finding “Good Enough” Public Information in Myanmar’s Transition in Yangon, Myanmar on January 28-29, 2016. The Symposium was co-sponsored by the University of Washington’s Henry M. Jackson School of International Studies (JSIS) and the Technology & Social Change Group (TASCHA) of the University’s Information School with support from the United States Agency for International Development (USAID), Microsoft, the Bill & Melinda Gates Foundation, and the Asia Foundation. The Information Symposium was held as part of a larger project supported by USAID, Microsoft, the Bill & Melinda Gates Foundation, and the Tableau Foundation implemented by the University of Washington’s JSIS and TASCHA, along with Myanmar partners, MBAPF and EMR. This project, Information Strategies for Societies in Transition, was developed largely because of the staggering challenges Myanmar is facing as it seeks to “catch-up” in the world’s most economically competitive region.

IMPLICACIONES DE LAS ORGANIZACIONES EN LA ACREDITACIÓN Y CERTIFICACIÓN DE LOS PLANES ACADÉMICOS

Una simple mirada a los debates que se han venido realizando como contribución a la Cumbre Mundial de la ―Sociedad de la Información‖, nos hacen aflorar algunas interrogantes:¿Las Escuelas encargadas de la formación de los recursos humanos de las Ciencias de la Información están preparadas para enfrentar el reto que representa desde el punto de vista de los requerimientos académicos? ¿Cuál es el grado de implicación que tienen las organizaciones de la profesión en las transformaciones y en la certificación de los Planes y Programas académicos, para demandar y emplear a sus egresados?

Literacia da informação: Da identidade digital à visibilidade científica

As novas possibilidades de comunicação também oferecem novas oportunidades para a formação, análise e avaliação da investigação. Cientistas e investigadores usam com frequência as aplicações baseadas na web em investigação. Praticamente em todas as áreas de investigação, as ferramentas digitais converteram-se em indispensáveis; o aparecimento de novos paradigmas como o acesso aberto, as métricas alternativas e as redes sociais são um importante exemplo de como estas mudanças afetaram a forma como os estudiosos pensam no futuro das publicações académicas. Estes acontecimentos criaram novas possibilidades e novos desafios na avaliação da qualidade da investigação, ao nível dos investigadores individuais e do desenvolvimento profissional. É a este nível que a biblioteca desempenha um papel indispensável na formação de competências e habilidades informativas que se repercutirá na valorização social do profissional, na sua satisfação profissional e, em última instância, na qualidade da própria instituição. Destacam-se os aspetos mais relevantes nos novos paradigmas de comunicação e difusão científica e, a esse respeito, recomendam-se as ações mais adequadas.

Os faróis da sociedade de informação: uma análise crítica sobre a situação da competência em informação no Brasil

This paper presents and reviews the recommendations done by experts during the specialists meeting held in the city of Alexandria, Egypt, in the end of 2005 and, according to this information, the Brazilian situation is analyzed. Internationalization and institutionalization of information literacy and lifelong learning as essential factors to the development of the nations are also explored. Beacons of the Information Society translate the vision and concepts involved. In Brazil, the actions around information literacy are not a consensus. The challenges to be faced include: to discover forms to foster and to appropriately disseminate national and local knowledge, to advance discussions and deepen the subject, to discover adequate alternatives for disseminating information practices that encompass distinct professional groups and populations, to overcome structural development gaps. As a matter that permeates each and every process of learning, research, development, problem-solving and decision-making, information literacy went beyond the boundaries of librarianship and transformed itself into a world transdiciplinary movement, even under the aegis of different denominations and emphasis.

Factors that prevent or assist the integration of assistive technology into the workplace for people with spinal cord injuries: Perspectives of the users and their employers and co-workers

Examined the barriers faced by people with Spinal Cord Injuries (SCI) when integrating their Assistive Technology (AT) into the workplace, as well as factors that contribute to successful integration. In-depth interviews were taken with 5 men (aged 37-50 yrs) with SCI, 3 of their employers and 2 co-workers. Results indicate that in addition to the barriers previously outlined in the literature related to funding the technology, time delays, information availability, training and maintenance, other issues were highlighted. Implications for service providers are considered in relation to these barriers and the factors that prompted successful integration. The author discusses limitations of the study and makes recommendations for future research. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

Attitudes and practices of general practitioners in the diagnosis and management of attention-deficit/hyperactivity disorder

Objective: To assess understanding of, and actual and potential roles in management of attention-deficit/hyperactivity disorder (ADHD) among GPs. Methods: A cross-sectional questionnaire survey of Queensland GPs selected randomly from the Royal Australian College of General Practitioners directory of members was carried out. Main outcome measures were knowledge levels of ADHD, current management practices, referral patterns and self-perceived information and training needs. Results: Three hundred and ninety-nine GPs returned a completed questionnaire (response rate 76%). Roles identified by GPs were: the provisional diagnosis of ADHD and referral to specialist services for confirmation of the diagnosis and initiation of management; assistance with monitoring progress once a management plan was in place; education of the child and their family regarding the disorder; and liaison with the school where necessary. Perceived barriers to increased involvement of GPs were: time and resource constraints of general practice; concerns regarding abuse and addiction liability of prescription stimulants; complex diagnostic issues associated with childhood behavioural problems; and lack of training and education regarding ADHD. Conclusions: General practitioners identify a role for themselves in ADHD care that is largely supportive in nature and involves close liaison with specialist services.