Relevant bibliographies by topics / Information literarcy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Information literarcy'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Information literarcy"

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Madolimov, Hasanboy Shuhratovich. "FUNCTION OF INFORMATIONAL PUBLICIISTICS AND IMAGE (INFORMATION)." Journal of Central Asian Social Studies 02, no. 03 (May 31, 2021): 84–90. http://dx.doi.org/10.37547/jcass/volume02issue03-a12.

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It is well known that journalism is a unique way of covering social life and is widely used in the press. Journalism is divided into a number of types to cover all aspects of public life. These include socio-political journalism, economic-industrial journalism, journalism reflecting the cultural and spiritual life (there are a number of subtypes, such as scientific journalism, literary journalism, sports journalism, art journalism). There is also a peculiar way of social life, albeit from a socio-political point of view - comic journalism, which illuminates it in a humorous way. In terms of its structure, journalism is divided into informational, analytical and artistic journalism, which depends on how it covers life.
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MANDUSIC, Dubravka, and Lucija BLASKOVIC. "Information Literacy, Theory and Practice in Education." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 47–58. http://dx.doi.org/10.18662/rrem/2013.0501.04.

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Dr. N. Kalpalatha, Dr N. Kalpalatha. "Information Literacy: A Need of The Day." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 144–46. http://dx.doi.org/10.15373/22501991/apr2014/46.

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BAKIRCI, HASAN, and MUSTAFA SERKAN GUNBATAR. "Öğretmen Adaylarının Bilgi Okuryazarlık Düzeyleri ile Bilgi ve İletişim Teknolojilerine Yönelik Tutumları." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 18, no. 3 (December 30, 2017): 543–63. http://dx.doi.org/10.29299/kefad.2017.18.3.029.

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Bombaro, Christine. "Overcoming the barriers to information literacy programs." Reference Services Review 42, no. 2 (June 3, 2014): 246–62. http://dx.doi.org/10.1108/rsr-10-2013-0050.

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Purpose – The purpose of this paper is to describe the process by which an information literacy laboratory became a graduation requirement of the English major at Dickinson College. Design/methodology/approach – A case study with literature review, course description and assessment. Findings – The information literacy program described became compulsory for English majors despite all the common challenges cited in the library literature. It also determines that assessment is the most important factor in building successful information literacy programs. Research limitations/implications – The process by which the information literacy module became a graduation requirement for English majors demanded persistence and patience. Librarians should be prepared to spend several years imitating the model before similar results would emerge. Practical implications – Librarians will be able to model information literacy programs for English/writing programs after Critical Approaches and Literary Methods Lab, and the methodology is transferable to other disciplines. The process allows librarians to indirectly but effectively influence the college/university governance process. Social implications – This case study examines how librarians can have an influence over college/university curricula by forming strategic partnerships and designing practical assessments. Originality/value – Few reports exist in the library literature regarding information literacy programs that have passed through a college/university governance system to become a formal part of the curriculum.
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Shields, Milo. "Information Literacy, Statistical Literacy, Data Literacy." IASSIST Quarterly 28, no. 2 (August 16, 2005): 6. http://dx.doi.org/10.29173/iq790.

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Sharma, Raj Kumar. "Library and Information Science Literacy in India: History- Development, Growth and Present Status of LIS Literacy in India." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 573–78. http://dx.doi.org/10.31142/ijtsrd21433.

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Ford, Barbara J. "Information literacy." College & Research Libraries News 50, no. 10 (November 1, 1989): 892–93. http://dx.doi.org/10.5860/crln.50.10.892.

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Nutefall, Jennifer E. "Information literacy." Research Strategies 18, no. 4 (December 2001): 311–18. http://dx.doi.org/10.1016/s0734-3310(03)00007-7.

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Doskatsch, Irene. "Information literacy." ANZTLA EJournal, no. 39 (April 17, 2019): 10–13. http://dx.doi.org/10.31046/anztla.v0i39.1108.

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Dissertations / Theses on the topic "Information literarcy"

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Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.

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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Pond, Greg. "Promoting information literacy through media literacy." Thesis, Gonzaga University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537870.

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Mass media messages have overwhelmed modern culture. Many of these messages are not created with the best interest of the recipient in mind (Potter, 2008). The Mass media does not operate as a public service. It's big business. Good daily decision making has become increasingly dependent on the ability to be "information literate" - to effectively evaluate the accuracy, currency, and completeness of media messages. But these critical information literacy skills are surprisingly lacking today (Asher & Duke, 2012). One recent study suggests that information literacy skills can be effectively developed through training in media literacy (Van De Vord, 2010). This thesis has replicated this study in an effort to validate the correlation between information literacy and media literacy. Aside from the Van De Vord study, the communications theory of Media Ecology, as proposed by McLuhan, and developed by Postman is foundational to this work. Also referenced are McCombs and Shaw's agenda setting and Noelle-Neumann's spiral of silence theories. Additionally, the work of Potter in media literacy; of McChesney in media economics; and of Duke & Asher in information literacy are also foundational. Quantitative research for this thesis was conducted using an internet-based survey. The gathered empirical data was used in a statistical correlation analysis between information literacy and media literacy. The test results validated that the two variables were weakly correlated in a positive direction with evidence of statistically significant probability. The weakness of the correlation and the limitations inherent in the testing methods suggest that additional study is needed - perhaps utilizing alternate testing methods. Further comparison between the differing methods that are traditionally used in teaching the two different literacies is also suggested.

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Humes, Barbara, and of Education Research Office. "Understanding Information Literacy." US Federal Government, 1999. http://hdl.handle.net/10150/105502.

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Lupton, Mandy. "Information literacy and learning." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16665/.

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This thesis explores the relationship between information literacy and learning. In formal education, students are frequently required to independently find and use information to learn about a topic, and information literacy is often claimed to be a generic skill and graduate attribute. However, to date; the experienced relationship between information literacy and learning has not been investigated. In order to investigate this experience, I have based this research on interviews with 19 students enrolled in third year music composition courses, and 18 students enrolled in a third year tax law course at an Australian university. My primary research question was 'What is the experienced relationship between information literacy and learning?' The secondary research question was "What are the generic and situated aspects of information literacy?' In this study, I have used phenomenography to describe the qualitatively different ways that students in two distinct disciplines experience the relationship between information literacy and learning. I have suggested curriculum implications of this description based on a relational approach to learning and teaching. The outcomes of the study include two related sets of categories which map the experience of students in music composition and tax law, and the theoretical GeST windows model for information literacy which is based upon literacy models and theories. The key findings of this study include: * A description of the nature of the experienced relationship between information literacy and learning in music composition and tax law as 1) Applying, 2) Discovering and 3) Expressing (music) or Understanding (tax law); * the theoretical GeST windows model and alignment of the model with the empirical study; * the presentation of curriculum implications in music and tax law, and * an exploration of the nature of information as-it-is-experienced. The findings may be used by teachers, students, librarians, academic skills advisors, academic developers and policy makers in higher education.
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Mühlbacher, Susanne. "Information literacy in enterprises." Boizenburg Hülsbusch, 2008. http://d-nb.info/993232485/04.

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Webb, Carol. "Information literacy and the secondary school." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/13100/.

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Maximising student attainment is a key issue for every secondary school. Student attainment can be improved by raising their information literacy levels. It is part of a school librarian’s role to promote these skills. This is complicated by the absence of information literacy in secondary school curricula, teachers’ low awareness of the concept and the lack of teacher training in the professional education of librarians. There are a range of definitions and different approaches to teaching information literacy published leading to conflict over choices. Overall there is a lack of empirically tested pedagogy, particularly for synthesis and assessment. This research explores what it means to be information literate and addresses the fundamental question of ‘How can we raise information literacy levels in a secondary school? The research strategy explored the teachers’ perspectives to ascertain their perceptions of information literacy, how it is currently taught by them and their understanding of the librarian’s role. The research was conducted in a secondary school where semi-structured interviews were used with a sample of twelve teachers selected by age, experience and subject. The analysis examined three diverse teacher voices and compared these with insights from the remaining nine teachers’ perspectives. The research findings show that teachers view information literacy differently. This is shaped by the role of information in their subject’s approach to learning. Student progress to higher information literacy levels requires a pedagogy that is situated in subject teaching, rather than generic sessions, with clarity of how skills are deployed in different subject contexts to support learning transfer and work that is differentiated to meet different learning needs. Conceptually it was found that information literacy is contingent upon the context in which it is being used. A new instrument has been designed depicting progress in information literacy to stimulate thinking about possible pedagogy and assessment.
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Bradley, Fiona. "Information literacy and news libraries : the challenge of developing information literacy instruction programs in a special library environment /." Curtin University of Technology, Department of Media and Information, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14147.

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This study examines the current situation of training provided to journalists by news librarians in the United States and Australia. The study examines the factors affecting the provision of training and the potential for information literacy instruction to comprise most of the training provided. The definition of information literacy was explored in the context of journalists and news organisations. The study questions the adaptability of the concept to a workplace environment, where organisational and individual development is important. The results of a self-administered questionnaire are presented. Respondents indicated that news librarians are very willing to plan and conduct training, a clear majority agreeing that they should train journalists to search for their own information. Respondents also expressed a need for more training themselves with regard to the skills needed to deliver instruction. The results also found that training is at an early stage in news libraries, with few hours available for planning and conducting training, and mixed success with different training methodologies. A model is suggested as a method of selecting information literacy competencies for individual journalists. The model describes the relationships between individual, organisation, and occupation determined competencies. The study also discusses the implications of the lack of workplace training for journalists, which has impacted upon news libraries' ability to introduce training services. News librarians are providing training, and are pro-active in providing services and information to journalists, but managers do not yet recognise this as a major role for librarians in news organisations.
Information literacy instruction needs to become an organisational goal in order to succeed. The difficulties of assessing and evaluating information literacy instruction in the workplace are outlined. The need for measurable outcomes and preevaluation in training are emphasised. Several considerations for further research are detailed, including the need for further clarification of the nature of information literacy in the workplace, as well as the relationship between the role of information literacy instruction in formal university education and the workplace.
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Foibe, Agabus Jakobina. "NURSING INFORMATICS COMPETENCIES IN THE NURSING STUDENTS IN A UNIVERSITY IN THE WESTERN CAPE." University of the Western Cape, 2020. http://hdl.handle.net/11394/8195.

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Doctor Educationis
Background: The increasing use of technology and informatics in the provision of nursing care encourages the consideration of whether final year undergraduate nursing students are prepared for the use of informatics in clinical care and what the current state of knowledge, skills and attitudes on nursing informatics is. Purpose of the study: The overall aim was to investigate the perceived relevance, competencies in nursing informatics and attitudes towards nursing informatics of the final year undergraduate nursing students at a selected University in the Western Cape. Methodology: A quantitative research approach using a descriptive survey design was used in the study. Self-administered questionnaires were used to investigate final year undergraduate nursing student’s perceived relevance of informatics skills for nursing, the perceived level of nursing informatics competence, and attitudes towards nursing informatics. Nursing students currently enrolled in the fourth year in their undergraduate bachelor nursing degree programme were the target population for this study (n=198). Frequencies of the perceived relevance of computers literacy skills, informatics literacy and information management skills for nursing, and competencies in computers skills, informatics literacy and information management skills and attitudes towards informatics were calculated and presented. Results: The findings suggested that even though only 28% (n=28) and 4% (n=4) of nursing students has attended computer and informatics classes respectively, 99% (n=99) confirmed that they perceive nursing informatics as relevant in nursing education and nursing practice. Computer literacy skills (4.23 sd 0.8) were rated more relevant
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Mitchell-Kamalie, Lilian. "Successful information literacy through librarian-lecturer collaboration." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1002_1352791157.

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This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.

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Vaičiūnienė, Vilhelmina. "Information literacy in modernization of university education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20071109_154354-04112.

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Innovations and changes in higher education paradigm are related to the idea of lifelong learning and application of information communication technologies in learning process. Information literacy is a phenomenon conditioned by modern life realia, related to the newest technologies and abundance of information. It appears to be one of the means of modernization of university education. The issue of information literacy at the university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key question closely related to the shift in the idea of the university mission and to the transformations of being and functioning in the knowledge-based society. The dissertation addresses the issue of information literacy integration into the curriculum of higher education. The integration of information literacy into university curriculum creates preconditions for quality improvement in teaching and learning processes. The research reveals the topicality of standardization of information literacy at university education as the way to modernize it. The dissertation presents a phenomenographic research into students’ information literacy conception. The expert study results reveal university teachers and librarians’ attitude towards information literacy and its need at university. The comparative analysis based on the mode of study and gender reflects differences in students’ information literacy... [to full text]
Universiteto struktūra, strategija, mokymo tikslai ir mokymo(si) metodai keičiasi drauge su visuomenėje vykstančia pažanga, kai šalia kitų funkcijų universitetui patikėta mokymosi visą gyvenimą misija. Plačios ir sparčios kaitos kontekste naujas ugdymo turinys skatina naujai pažvelgti į studijų procesą, ieškoti būdų ir priemonių kaip jį tobulinti. Siekį keisti studijų paradigmą lemia: a) išoriniai (globalizacija, informacinių technologijų plitimas) ir b) vidiniai (noras tobulėti, kelti kvalifikaciją, siekti žinių) veiksniai. Lietuvos tyrėjai, analizavę universitetinių studijų procesą, skiria didelį dėmesį kompetencijų apibrėžčiai, jų sandarai, kuri glaudžiai siejama su mokymo ir mokymosi strategijomis universitetinėse studijose, universitetinių studijų kokybe ir jos vertinimu, inovacinių mokymosi metodų taikymu universitetinėse studijose, suaugusiųjų mokymosi ir mokymosi visą gyvenimą dimensijomis, mokymosi ir universitetinių studijų santykiu. Šie klausimai neabejotinai yra glaudžiai tarpusavyje susiję, papildo vienas kitą, sudarydami visuminį šiandieninio mokymosi universitete paveikslą. Lietuvoje informacinio raštingumo problematika universitetinėse studijose mažai tyrinėta. Informacinio raštingumo integravimas į aukštojo mokslo turinį yra aktuali problema, glaudžiai susijusi su kintančia universiteto misijos samprata, bei pakitusiais visuomenės, grindžiamos žiniomis, funkcionavimo principais. Užsienio patirtis rodo, kad informacinio raštingumo gebėjimų įgijimas turi... [toliau žr. visą tekstą]
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Books on the topic "Information literarcy"

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Armstrong, Sara. Information Literacy. Huntington Beach: Shell Education, 2008.

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Ercegovac, Zorana. Information Literacy. Santa Barbara: ABC-CLIO, 2010.

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National Institute on Postsecondary Education, Libraries, and Lifelong Learning (U.S.) and United States. Office of Educational Research and Improvement, eds. Understanding information literacy. Washington, DC: U.S. Dept. of Education, Office of Educationa Research and Improvement, National Institute for Postsecondary Education, Libraries, and Lifelong Learning, 1998.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan College Pub., 1994.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Bidgoli, Hossein. Information systems literacy. New York: Macmillan, 1993.

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Humes, Barbara. Understanding information literacy. Washington, DC: U.S. Dept. of Education, Office of Educationa Research and Improvement, National Institute for Postsecondary Education, Libraries, and Lifelong Learning, 1998.

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Information systems literacy. New York: Macmillan College, 1994.

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Book chapters on the topic "Information literarcy"

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Patterson, Emily, and Tracey Muir. "Information Literacy." In The Future of Educational Research, 177–87. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_15.

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Zurkowski, Paul G. "Information Literacy Is Dead… Long Live Information Literacy." In Communications in Computer and Information Science, 1–10. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_1.

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Syslo, Maciej M., and Anna Beata Kwiatkowska. "Informatics Versus Information Technology – How Much Informatics Is Needed to Use Information Technology – A School Perspective." In From Computer Literacy to Informatics Fundamentals, 178–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31958-0_20.

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Whitworth, Andrew. "Information Literacy and Information Practice." In The SAGE Handbook of E-learning Research, 315–35. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473955011.n16.

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Whitworth, Andrew. "Information Literacy and Information Practice." In The SAGE Handbook of E-learning Research, 315–35. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781529716696.n16.

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Tokić, Ksenija, and Ivo Tokić. "From Information Literacy Toward Information Illiteracy." In Communications in Computer and Information Science, 179–88. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_19.

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Abdulakeem, Sulyman Sodeeq, Adeyemi Yusuf Abiodun, and Kolawole Adebayo Abel. "Information Literacy." In Advances in Library and Information Science, 156–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9825-1.ch012.

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This chapter distinguished the concept of information and literacy before it proceeded to discuss extensively the concept of information literacy, which is the ability to access, evaluate, organize, and use information from several information resources. The historical development of IL was as well traced. Some notable components of IL such as identifying, finding, evaluating, application, and acknowledgement were explained. The chapter went further and elucidated the qualities of an information literate person. Lastly, benefits and challenges of IL were discussed, and a conclusion followed appropriately.
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"Information Literacy." In Encyclopedia of Library and Information Sciences, Third Edition, 2421–28. CRC Press, 2009. http://dx.doi.org/10.1081/e-elis3-120043727.

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Choudhury, Subhajit, Sudhir Kumar, and Chitresh Kala. "Information Literacy." In Professional Development and Workplace Learning, 613–31. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch036.

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The chapter defines Information Literacy with its scope, such as Visual Literacy, Media Literacy, Computer Literacy, Network Literacy, Health Literacy, Business Literacy, and Library Literacy. It establishes the relation between Literacy and Information Literacy as a modified definition of literacy. Further, it states that the root cause of digital divide in countries like India, Nepal, and Bangladesh is information illiteracy. The data collected on various e-initiatives in India, Nepal, and Bangladesh have been discussed. Information Literacy depends on various factors, and it should start from the National level so, after taking due consideration of socio-economic, geographic, and political condition, Information Literacy Plans have been formulated for these countries. First, at a national level, then at the educational level, and then community level. Further, the curriculum for IL courses at various levels have been formulated. It is suggested that the government should set up a national level apex body such as Indian Information Literacy Forum, Nepal Information Literacy Programme, Bangladesh Information Literacy Programme, or an Autonomous Information Literacy Council under the Ministry of Information Technology and in collaboration with Ministry of Human Resource Development and Ministry of Telecommunication in India, Ministry of Information and Communication in Nepal, and Ministry of Science and Information and Communication Technology in Bangladesh. It also suggests various other measures to make IL programmes to transform these countries into developed nations.
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Choudhury, Subhajit, Sudhir Kumar, and Chitresh Kala. "Information Literacy." In Advances in Library and Information Science, 309–27. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2500-6.ch025.

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The chapter defines Information Literacy with its scope, such as Visual Literacy, Media Literacy, Computer Literacy, Network Literacy, Health Literacy, Business Literacy, and Library Literacy. It establishes the relation between Literacy and Information Literacy as a modified definition of literacy. Further, it states that the root cause of digital divide in countries like India, Nepal, and Bangladesh is information illiteracy. The data collected on various e-initiatives in India, Nepal, and Bangladesh have been discussed. Information Literacy depends on various factors, and it should start from the National level so, after taking due consideration of socio-economic, geographic, and political condition, Information Literacy Plans have been formulated for these countries. First, at a national level, then at the educational level, and then community level. Further, the curriculum for IL courses at various levels have been formulated. It is suggested that the government should set up a national level apex body such as Indian Information Literacy Forum, Nepal Information Literacy Programme, Bangladesh Information Literacy Programme, or an Autonomous Information Literacy Council under the Ministry of Information Technology and in collaboration with Ministry of Human Resource Development and Ministry of Telecommunication in India, Ministry of Information and Communication in Nepal, and Ministry of Science and Information and Communication Technology in Bangladesh. It also suggests various other measures to make IL programmes to transform these countries into developed nations.
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Conference papers on the topic "Information literarcy"

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Aleksandrova, Olga M. "Language And Literary Literacy As Components Of Learner’s Functional Literacy." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.6.

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Larsen, Lida L. "Information literacy." In the 24th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/262051.262079.

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Llorente, Héctor Javier García, and María José Rodríguez Conde. "Information literacy." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669971.

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Aristova, Maria A. "The Relationship Of Literary And Cultural Functional Literacy Of The Modern Pupil." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.7.

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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.

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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.
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Axelsson, Marie-Louise, Christina Brage, Kajsa Gustafsson Åman, and Magdalena Öström. "MIND THE GAP! ACADEMIC INFORMATION LITERACY VS WORKFORCE INFORMATION LITERACY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0478.

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Planska-Simeonova, Kamelia, and Svetoslava Dimitrova. "VISUAL LITERACY MEETS INFORMATION LITERACY: APPLICATION IN UNIVERSITY INFORMATION ENVIRONMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0875.

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Singh Brar, Iqbal. "Digital Information Literacy among Health Sciences Professionals: A Case Study of GGS Medical College, Faridkot, Punjab, India." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2149.

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This paper is basically a case study and an attempt has been made to highlight the information literacy skills among the health science professionals i.e. teachers and postgraduate students of Guru Gobind Singh Medical College (constitute college of Baba Farid University of Health Sciences), Faridkot. The information literacy has various parts such as Computer Literacy, Library Literacy, Media Literacy, Network Literacy and Digital Literacy. The present study is only focused on the assessment of digital information literacy among the health sciences professionals within the scope of the study. The data for the study was collected by using a questionnaire and interviews were also conducted to fill up the gap of the area in health domain special reference to Baba Farid University of Health Sciences, Faridkot.
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Basili, Carla. "Measuring Information Literacy Policies." In Proceedings of the International Conference on QQML2009. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814299701_0025.

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Peter, Cruickshank, Hazel Hall, and Bruce Ryan. "Information literacy as a joint competence shaped by everyday life and workplace roles amongst Scottish community councillors." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2008.

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Introduction: This paper addresses the information practices of hyperlocal democratic representatives, and their acquisition and application of information literacy skills. Method: 1034 Scottish community councillors completed an online questionnaire on the information-related activities they undertake as part of their voluntary roles, and the development of supporting competencies. The questions related to: information needs for community council work; preparation and onward dissemination of information gathered; factors that influence community councillors’ abilities to conduct their information-related duties. Analysis: Data were summarised for quantitative analysis using Microsoft Excel. Free text responses were analysed in respect of the themes from the quantitative analysis and literature. Results: Everyday life and workplace roles are perceived as the primary shapers of information literacy as a predominantly joint competence. Conclusion: The focus of information literacy development has traditionally been the contribution of formal education, yet this study reveals that prior employment, community and family roles are perceived as more important to the acquisition of relevant skills amongst this group. This widens the debate as to the extent to which information literacy is specific to particular contexts. This adds to arguments that information literacy may be viewed as a collective accomplishment dependant on a socially constructed set of practices.
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Reports on the topic "Information literarcy"

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Carlson, Jake, Megan Sapp Nelson, Marianne Bracke, and Sarah Wright. The Data Information Literacy Toolkit. Purdue University, April 2015. http://dx.doi.org/10.5703/1288284315510.

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Foster, Nancy. Information Literacy and Research Practices. New York: Ithaka S+R, November 2014. http://dx.doi.org/10.18665/sr.24944.

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Christiansen, Deborah, Mary Embry, and Jon Racek. Information literacy for design and merchandising students: Exploring the process with information specialists. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-72.

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Senanayake, Muditha, and Mary Class. Need Analysis – Information Technology Literacy Skills for Non-Majority College Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-774.

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Johnston, Lisa, and Jon Jeffryes. Teaching Civil Engineering Data Information Literacy Skills: An e-Learning Approach. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315479.

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Rasnača, Līga, Kristīne Vībane, Jurijs Ņikišins, Vladimirs Meņšikovs, Līva Jankaite, Viola Korpa, Ilze Mileiko, et al. Latvia. Human Development Report 2015/2016. Mastery of Life and Information Literacy. Edited by Baiba Holma and Andra Damberga. University of Latvia Advanced Social and Political Research Institute, 2017. http://dx.doi.org/10.22364/lvhdr.2015.2016.

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Hastings, Justine, and Lydia Tejeda-Ashton. Financial Literacy, Information, and Demand Elasticity: Survey and Experimental Evidence from Mexico. Cambridge, MA: National Bureau of Economic Research, December 2008. http://dx.doi.org/10.3386/w14538.

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Westra, Brian, and Dean Walton. Teaching Ecology Data Information Literacy Skills to Graduate Students: A Discussion-Based Approach. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315480.

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Lusardi, Annamaria. Household Saving Behavior: The Role of Financial Literacy, Information, and Financial Education Programs. Cambridge, MA: National Bureau of Economic Research, February 2008. http://dx.doi.org/10.3386/w13824.

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Michaud, Meredith. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3074.

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