March 2011 Archives
In an hour long session, it is important to be very practical and succinct with our teaching objectives - but I think talking about some of these broader ideas in introductions, transitions and discussions with students can help make these connections in small ways.
For me, the best takeaways from articles like these are ideas and words that I can use to help explain the "whys" of information literacy. Even in a short instruction session it is important to address the reasons for the learning, if only in the introduction to the goals and agenda of the session.
For example, having a short discussion about authority and the scholarly review process contributes (in a small way, but it at least raises some understanding) to the development of students critical response to information. At the same time, it is a good introduction and transition to a practical session on finding scholarly articles.
In what other ways can broader and more theoretical aspects of information literacy have a place in workshops that are designed to be very practical?
I was especially intrigued by their assertion that libraries have a tendency to look at information literacy as synonymous with "User Education" which they define as
An emphasis on teaching about the structures and facilities already created by librarians for their users, with a concentration on using the OPAC, how to search in databases, and how to find books in the library shelves....it seldom set out to promote a vision that was bigger than creating 'good' library users. (196)
And that's not all--here's their take on on the 1989 ALA definition of Information Literacy:
This is a rather dated and a typically narrow 'librarianship' definition, differing very little from the ways in which User Education was defined, although it will continue to be quoted because of the authority of the organization from which it comes. (197)The authors instead advocate from shifting the foundational paradigm of Information Literacy that "start with a concept of information access as a human right, that leads us into the broad area of literacies and the programmes that support them." (199) They believe that this new foundation will result in
The conclusion...that individuals need a broad and self-selected set of skills across the range of formats and media to support their human right to information. (200).Question: What do you think of their criticism of the library profession's definition and practice of Information Literacy? Is it way off base or are there hints of accuracy? What can we take away from this "outsider" perspective on the profession?
The development of indicators of information literacy is a priority at both national and international levels. Information literacy underpins many of the Millennium Development Goals, for instance, combating diseases and enhancing employment opportunities.
The Millennium Development Goals have 8 broad areas targeted for achievement by 2015:
- Goal 1: Eradicate Extreme Poverty and Hunger
- Goal 2: Achieve Universal Primary Education
- Goal 3: Promote Gender Equality and Empowerment of Women
- Goal 4: Reduce Child Mortality
- Goal 5: Improve Maternal Health
- Goal 6: Combat HIV/AIDS, Malaria and Other Diseases
- Goal 7: Ensure Environmental Sustainability
- Goal 8: Develop a Global Partnership for Development
I normally think of Information Literacy as an activity in education, but this report states its importance in progress toward achieving the Millennium Development Goals, a much broader framework. Could organizations export information literacy training in the way they deliver humanitarian aid for other needs?
Is information literacy a human right? We will be discussing this at the Current Issues Coffee Club on March 23rd.
Article 19 of The Universal Declaration of Human Right, adopted by the General Assembly of the United Nations on December 10, 1948 states "Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions with interference and to seek, receive and impart information and ideas through any media and regardless of frontiers "
FAIFE, or Committee of Freedom of Access to Information and Freedom of Expression was created within IFLA to defend and promote the basic human rights defined in Article 19. FAIFE monitors the state of intellectual freedom within the library community world-wide, supports IFLA policy development and co-operation with other international human rights organizations, and responds to violations of free access to information and freedom of expression.
What part did Article 19 play in recent uprisings in Arab countries, if any? Is social media an organizing and information dissemination tool only, or part of the new frontier in realizing Article 19 of the UDHR?
This collaboration is notable for Library Media Services on multiple levels:
- it represents our first foray into the natural sciences
is completely based on scholarly research (students have to select a
recent article in the field and communicate the content through video
with grading criteria on producing content that is accessible and
engaging to non-Biologists)
- it is an innovative pedagogical approach (students asking each other questions)
- it is content born open (anyone can view)
- it is large scale (at least 25 groups of 3-4), but structured in a way so as not to overwhelm support resources (2-3 group vodcasts due a week throughout the semester)
What students are learning beyond Zoology..
- that they can demonstrate the ability to effectively communicate complex issues such as animal research in an accessible manner to multiple audiences...
- that they can demonstrate this communication through video production (multimedia) and within a social media context (Posterous) assists in the development of digital media literacy skill sets on multiple levels...
- that they can also demonstrate the ability to work in groups collaboratively, ability to diversify responsibilities, and meet project deadlines in order to deliver a quality product in a limited time frame.
Why other faculty should consider student vodcasts...
This kind of project is easily applicable across disciplines, has a low barrier for students without extensive media production experience, and moderately easy to support from a campus resource perspective. As such, I would encourage more faculty to consider integrating this type of assignment into their courses. Media use in the type of presentation genre is also slowly taking shape in academic scholarship as well. I look forward to seeing all the student projects as the semester progresses and continuing our dialogue with Sehoya!
Check out the project site!! http://zoologyvods.posterous.com/
Join in a grownup conversation about children's books. Two special screenings of Library of the Early Mind a documentary about children's literaturewith director Edward J. Delaney followed by panel discussion with local children's book experts.
About the movie
Library of the Early Mind is an exploration of the art and impact of children's literature on our kids, our culture, and ourselves. From the first stories we hear told to us to those childhood heroes that stay with us a lifetime, the impact on our culture runs deeper than what we might expect. "No one suspects the children's writer," says author and illustrator Mo Willems, a former 'Sesame Street' writer. The film features nearly 40 prominent authors and illustrators talking about their work, its genesis and its impact. The number of books in print by the authors in Library of the Early Mind exceeds 240 million.
Showtimes and Panel Info
Sunday, March 27, 2:00-4:30 pm
Minneapolis Central Library in Pohlad Hall, 300 Nicollet Mall, Minneapolis, 55401
Panel Participants: David LaRochelle, Julie Reimer, John Coy, and Catherine Thimmesh
Monday, March 28, 6:00-8:00 pm
Galaxie Library, 14955 Galaxie Ave, Apple Valley, 55124
Panel Participants: John Coy, Catherine Thimmesh, and Marsha Wilson Chall