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What
is literacy? What is information? What is knowledge?
Ways of teaching and learning to use information effectively
October
4 & 5 · Universität Johann Christian Senckenberg
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( =
PDF Full Text Available;  = HTML PowerPoint available)
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Helping
students to succeed: working together to create dynamic learning
environments
By
Graham Bulpitt, Director
of Library Services, Kingston University (UK)
Abstract:
This presentation will consider the learning environments where students
practise their information skills. It will explore how librarians
work with other professional groups - particularly teachers, but
also computing staff, multimedia staff, curriculum designers and
educational technologists - to develop dynamic 'real' learning environments
as well as virtual learning environments. The presentation will draw
on the speaker's experience of developing the learning centre model
in the UK and will reflect on its impact on student achievement.
The paper will conclude by suggesting a research agenda to underpin
the next phase of developments.
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Zeitgeist: information literacy and
educational change
By Dr. Alan Bundy,
Director, Bob Hawke Prime Ministerial Library, University of South Australia
Full
Text
Presentation
Abstract:
Information literacy is a mosaic of attitudes, understandings,
capabilities and knowledge about which there are three
myths. The first myth is
that it is about the ability to use ICTs to access a wealth of
information. The second is that students entering higher
education are information
literate because student centred, resource based, and ICT focused
learning are now pervasive in secondary education. The third myth
is that information literacy development can be addressed by library-centric
generic approaches. This paper addresses those myths and emphasises
the need for information literacy to be recognised as the critical
whole of education and societal issue, fundamental to an information-enabled
and better world. In formal education, information literacy can
only be developed by infusion into curriculum design, pedagogies,
and
assessment.
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Hybrid libraries: transition form or model for the future information supply?
By
Berndt Dugall, Ltd. Bibliotheksdirektor, Stadt- und Universitätsbibliothek Frankfurt am Main (Germany)
Presentation
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Opening and Closing Remarks
By Jeffrey Garrett, Asst. University Librarian for Collection Management,
Northwestern University Library (USA)
Opening Remarks
Closing Remarks
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Teaching
information literacy: substance and process
By Ann
Grafstein,
Axinn Library, Hofstra University (USA)
Presentation
Reference
List
Abstract:
This presentation explores the concept of information literacy within
the broader context of higher education. It argues that, certain
assertions in the library literature notwithstanding, the concepts
associated with information literacy are not new, but rather very
closely resemble the qualities traditionally considered to characterize
a well-educated person. The presentation also considers the extent
to which the higher education system does indeed foster the attributes
commonly associated with information literacy.
The
term information literacy has achieved the immediacy it currently
enjoys within the library community with
the advent of the so-called "information
age" The information age is commonly touted in the literature,
both popular and professional, as constituting nothing short of
a revolution. Academic librarians and other educators have of course
felt called upon to make their teaching reflect both the growing
proliferation of information formats and the major transformations
affecting the process of information seeking. Faced with so much
novelty and uncertainty, it is no surprise that many have felt
that these changes call for a revolution in teaching. It is within
this context that the concept of information literacy has flourished.
It is argued in this presentation, however, that by treating information
literacy as an essentially new specialty that owes much of its
importance to the plethora of electronic information, we risk obscuring
some of the most fundamental and enduring educational values we
should be imparting to our students.
Much of the literature on information literacy assumes - rather
than argues - that recent changes in the way we approach education
are indications of progress. Indeed, much of the self-narrative
that institutions produce (in bulletins, mission statements, web
sites, etc.) endorses an approach to education that will result
in lifelong learners who are critical consumers of information.
After critically examining the degree to which such statements
of educational approach reflect reality, this presentation concludes
by considering the effects of certain changes in the culture of
higher education. It considers particularly the transformation
- at least in North America - of the traditional model of higher
education as a public good to a market-driven business model. It
poses the question of whether a change of this significance might
in fact detract from, rather than promote, the development of information
literate students.
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Designing
information retrieval learning environments
By
Kai
Halttunen,
Department of Information Studies, University of Tampere
(Finland)
Full
Text
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Sociological
and psychological aspects of information literacy: using research
to improve instruction
By
Dr. Teresa
Y. Neely,
Head
of Reference, Albin O. Kuhn Library & Gallery, University of
Maryland Baltimore County (USA)
Presentation
Abstract:
This presentation is based on, and extends the research reported
in Sociological and Psychological Aspects of Information Literacy
in Higher Education (Scarecrow Press, Inc., 2002). The book develops
and tests a model for assessing information literacy that is
derived from the published research literature in library and
information science and higher education.
When used in conjunction with the Association of College and Research
Libraries Information Literacy Standards, a holistic approach to
using the standards effectively and efficiently is revealed. This
presentation will specifically cover:
* Defining the Model of the Element Relationship to Information
Literacy Skills (Model)
* Discussing the implications of using the Model and other research in furthering
information literacy instruction.
* Developing a research agenda for information literacy instruction (goals,
objectives, methods, approaches, etc.)
* Identifying and using research allies within your organization or institution
(campus groups, initiatives, etc.)
* Implementing the research agenda (collecting data, disseminating findings,
etc.)
* Using research to improve IL instruction
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Navigating information, facilitating knowledge: the library, the academy,
and student learning
By Dr.
Edward Owusu-Ansah,
Coordinator of Information Literacy & Library Instruction,
CUNY College of Staten Island (USA)
Full Text
Abstract:
Understanding the nature and complementarity of the phenomena of
information and knowledge lend not only epistemological clarity
to their relationship, but also reaffirms the place of the library
in the academic mission of knowledge transfer, acquisition, interpretation,
and creation. These in turn reassert the legitimacy of the academic
library as necessary participant in the teaching enterprise of
colleges and universities. Such legitimacy induces an obligation
to teach, and that obligation needs to be explored and implemented
with adequate vigor and reach. Librarians and the academy must,
however, concede that the scope of the task calls for a solution
that goes beyond shared responsibilities. Academic libraries
should assume a full teaching function even as they continue
their exploration and design of activities and programs aimed
at reinforcing information literacy in the various disciplines
on campus. All must concede that need for collaboration cannot
provide grounds for questioning the desirability of autonomous
teaching status for the academic library in information literacy
education.
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Using
faculty-librarian partnerships to ensure that students become
information fluent in the 21st century
By Dr. Hannelore B.
Rader,
Dean, University Libraries, University of Louisville (USA)
Presentation
Abstract:
In the 21st century educators in partnership with librarians must
prepare students effectively for productive use of information especially
in higher education. Students will need to graduate from universities
with appropriate information and technology skills to enable them
to become productive citizens in the workplace and in society. Technology
is having a major impact on society; in economics e-business is moving
to the forefront; in communication e-mail, the Internet and cellular
telephones have reformed how people communicate; in the work environment
computers and web utilizations are emphasized and in education virtual
learning and teaching are becoming more important.
These few examples indicate how the 21st century information environment
requires future members of the workforce to be information fluent
so they will have the ability to locate information efficiently,
evaluate information for specific needs, organize information to
address issues, apply information skillfully to solve problems,
use information to communicate effectively, and use information
responsibly to ensure a productive work environment.
Individuals can achieve information fluency by acquiring cultural,
visual, computer, technology, research and information management
skills to enable them to think critically.
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The
magical cure for a never-ending story
By
Prof.
Dr. Wolfgang Ratzek,
FH Stuttgart - Hochschule der Medien, FB Information
und Kommunikation (Germany)
Full
Text
Abstract:
The key hypothesis is that the IT industry lure us into the IT
world with a promise to solve our
information problems. Do we sign the contract, we will recognise
that the IT industry can´t
keep the promise. One reason: they themselves lost sight over there
own game. Therefore they
have to invent new tools continiously. LIS professionals should
not leave the field IT
professionals. LIS professional should rather put stress on to
reveal the difference in the value
chain between data – information – knowledge. Information
and knowledge is brainware and
not produced by hard and software in the sense of IT philosophy.
Against
the background of the language game of Jean-François
Lyotard, the author explains
the information and knowledge society as language game invented
by the IT industry.
Furthermore his beliefs of postmodernen LIS professionals and
the consequences involved for
LIS traning will be presented.
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Course Management Software: Supporting the University’s Teaching
with Technology Initiatives
by Mary Schuller, Learning Support Systems, Northwestern University (USA)
Presentation
Abstract:
An increasingly important element of the teaching with technology activities at Northwestern University is the course management system, a web-based class communication and administration environment. The usage growth of the system is substantial and amplifies the need for integration with other web services and resources. Integration is particularly material in area of library services. This presentation contains a case study of Northwestern University's implementation of its course management system software and highlights examples of how the system is being used to enhance the teaching and learning. A description of the integration efforts with library resources is provided. The goal of the presentation is to equip librarians with the basic knowledge required to engage with their colleagues in conversations surrounding the nature of integration of these systems within the teaching and learning landscapes of their home institutions
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Medical knowledge, computer, technology and doctors
By Prof. Dr. Andreas Sziegoleit, Universität Gießen (Germany)
Full Text
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E-journals: navigating the Jungle
By Erik Jan van Kleef, Regional Director, Ovid Technologies GmbH (Germany)
Presentation
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Developing user-friendly e-learning systems
By Prof. Dr. Christa Womser-Hacker, Information Science, Universität Hildesheim
Presentation
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