Post on 15-May-2015
Information Literacy in the Knowledge Society
Wolfgang G. StockHeinrich-Heine-University Düsseldorf, Germany, Department of Information Science
Conference on Information Literacy, Düsseldorf, Germany, Febr. 7, 2013
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Agenda
AGENDA
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Information Literacy: Retrieval Literacy and Knowledge Representation Literacy
Information Literacy in the Everyday Life, in the Workplace and in School and University
Measuring Information Literacy
How Information Literate are People Today? Some Examples
Information Literacy Instruction: How to Teach Information Literacy?
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Information Literacy: Retrieval Literacy and Knowledge Representation Literacy
Information Literacy in the Everyday Life, in the Workplace and in School and University
Subjects of Information Literacy
Measuring Information Literacy
How information literate are people today? Some examples
Information Literacy Instruction: Ho to Teach Information Literacy?
Information Literacy: Retrieval Literacy and Knowledge Representation Literacy
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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What means „Information Literacy“?
Information Literacy comprises those contents of Information Science that are needed by everyone
in everyday life,
on the job and
in school (or university)
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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What means „Knowledge Society“?
A Knowledge Society is based on information and communication technology, on (scientific and other) knowledge, and on creativity. Essential parts of the workforce are knowledge workers and other creative people
Knowledge changes. In the knowledge society, lifelong learning becomes important
In knowledge societies, digital natives form the majority of people
Knowledge-based and creative companies are in need of corporate (and city-wide) knowledge management.
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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What means „Information Literacy in the Knowledge Society“?
Knowledge workers and other creative people: without Information Literacy they have no chance on job markets
Lifelong learning: without Information Literacy people are not able to perform information acquisition and learning
Digital natives: their basic characteristic is being Information Literate
Knowledge management: employees must be Information Literate.
Conclusion: The importance of Information Literacy will increase in knowledge societies
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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Information Literacy is one of the basic skills of the 21st century
(Illustrations by M. Stock)
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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„Alexandria Proclamation on Information Literacy and Lifelong Learning“: „Information Literacy ... empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals“.
Information Literacy minimizes social inequality in the knowledge society
Information Literacy minimizes the digital divide
Information Literacy strengthens the individual‘s participation in the knowledge society (e-inclusion)
Perhaps Information Literacy becomes a human right in the knowledge society
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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Access to ICT and to information services
Motivation
Competencies:--- General education
--- ICT and media literacy--- Information literacy
Participation in the knowledge society
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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Information Literacy: Two competencies
1. Information retrieval literacy
Searching, finding and use of information
Special knowledge in the topical area
Historical background:
Library instruction
ALA standards
„Six Big Skills“
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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Information Literacy: Two competencies
2. Knowledge representation literacy
Creation and publication of information
Indexing
Historical background:
Web 2.0
„Produser“ / „Produsage“
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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Layer model of literacies
Basic literacies
ICT literacy / media literacy
Information Literacy
INFORMATION LITERACY: RETRIEVAL LITERACY AND KNOWLEDGE REPRESENTATION LITERACY
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Information literacy
Recognition of
information needs
Searching for and
retrieval of information
Evaluation of the
quality of information
Making use of
information Provision
for information
law and ethics
Creation of information
Provision for privacy
Representation and storage
of information
ICT and smartphone skills – Media literacy
Basic computer
skills
Smart-
phone skills
Office
software
Internet
skills
Media literacy
Literacy
Reading
Writing
Numeracy
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Information Literacy in the Everyday Life, in the Workplace and in School and University
INFORMATION LITERACY IN THE EVERYDAY LIFE, IN THE WORKPLACE AND IN SCHOOL AND UNIVERSITY
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Information Literacy in the everyday life
Digital divide: information rich vs information poor
Standing on the right side of the divide
„Knowledge Gap Hypothesis“ (Tichenor, Donohue, & Olien, 1970)
Increase of mass media information leads to
1. population with higher socioeconomic status and higher education will benefit from the richer information environment
2. population with lower socioeconomic status and only minimal education will loose orientation in the information environment
INFORMATION LITERACY IN THE EVERYDAY LIFE, IN THE WORKPLACE AND IN SCHOOL AND UNIVERSITY
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„Knowledge Gap Hypothesis“
The gap between these two segments tends to increase
„Internet Gap Hypothesis“ (today)
Same results concerning internet use
Matthew effect:
„For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath” (Matthew 13:12). The context is: knowledge
Empirical results (Bonfadelli, 2002): education is the crucial factor of the internet gap (followed by income)
INFORMATION LITERACY IN THE EVERYDAY LIFE, IN THE WORKPLACE AND IN SCHOOL AND UNIVERSITY
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Empirical results (Bonfadelli, 2002):
„Internet access alone does not guarantee an informed public“
„People with higher education use the Internet for informational and service-oriented purposes“
„People with lower education use the Internet significantly more for entertainment reasons“
Information Literacy is a key for e-inclusion in the everyday life of the knowledge society
INFORMATION LITERACY IN THE EVERYDAY LIFE, IN THE WORKPLACE AND IN SCHOOL AND UNIVERSITY
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Information Literacy in the workplace
In institutions, knowledge management and information literacy are strongly connected
Bruce (1999): organizational processes and information literacy
Many organizational process require information literate employees
Task for the corporate knowledge management or the company library
INFORMATION LITERACY IN THE EVERYDAY LIFE, IN THE WORKPLACE AND IN SCHOOL AND UNIVERSITY
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Information Literacy in schools / universities
Schools
Human Resource: Teacher librarians
Infrastructure: School libraries
Universities
Human Resource: Teaching librarians
Infrastructure: Academic libraries
INFORMATION LITERACY IN THE EVERYDAY LIFE, IN THE WORKPLACE AND IN SCHOOL AND UNIVERSITY
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Instruction of Information Literacy
Kindergarten
Primary school
Secondary school
University
Off-the-job training
On-the-job training
Instruction of special user groups (e.g., teachers, scientists, librarians, but also silver surfers or expats)
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Measuring Information Literacy
MEASURING INFORMATION LITERACY
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Methods to study information literacy:
1st Using rubrics
2nd Using questionnaires
Presupposition:
Existence of standards
MEASURING INFORMATION LITERACY
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Standards of retrieval literacy: American Library Association (ALA) / Association for College and Research Libraries (ACRL) (ACRL, 2000)
Determination of the nature and extent of the information needed
Effective and efficient access to needed information
Critical evaluation of retrieved information and its sources / incorporation of information in his/her knowledge base
Effective use of information to accomplish a specific purpose
Understanding of economic, legal and social issues
MEASURING INFORMATION LITERACY
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Standards of retrieval literacy
Recognition of information needs
Searching for and retrieval of information
Evaluation of the quality of
information
Making use of information
Provision for information economics, information
law and information ethics
MEASURING INFORMATION LITERACY
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Standards of knowledge representation literacy („Düsseldorf model“) (Gust von Loh & Stock, 2013)
Know-how to create information (take a picture, write a blog post, make a video etc.) which can be published
Ability to store information in an information service (upload the video to a sharing service, upload/edit/delete information in a social network etc.)
Deploying methods of knowledge representation (tagging the information in sharing services, finding meaningful titles etc.)
Provision for privacy (own privacy and privacy of others)
Understanding of economic, legal and social issues
MEASURING INFORMATION LITERACY
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Standards of knowledge representation literacy
Creation of information
Storage of information
Representation of information
Provision of privacy
Provision for information economics, information
law and information ethics
MEASURING INFORMATION LITERACY
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Using rubrics
Defining „rubrics“ (study dimensions)
Studying „products“ from test persons (e.g., academic works from students)
Alternative: analysis of students‘ portfolios
Assessing the materials (by more than one assessor)
MEASURING INFORMATION LITERACY
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Using rubrics. Example: Rubrics from van Helvoort (2010)
MEASURING INFORMATION LITERACY
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Advantages of rubrics
Authentic products as a test base
It is possible to evaluation learning progress across time
Disadvantages of rubrics
Only few dimensions of information literacy (mostly references)
Problems to find the „right“ evaluation (from „very good“ to „very bad“)
Low inter-assessor consistency
MEASURING INFORMATION LITERACY
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Instant Questionnaires
ILTInformation Literacy Test
ILAS-ED Information
Literacy Assessment
Scale for Education
MEASURING INFORMATION LITERACY
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Instant questionnaires
Typical example: (from TRAILS)
MEASURING INFORMATION LITERACY
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Self-designed questionnaire. Example 1: Chang et al. (2012): Assessing information literacy in secondary schools in Singapore
MEASURING INFORMATION LITERACY
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Self-designed questionnaire. Example 2: Erkmen & Shanmugarajah (2013): Assessing retrieval literacy in secondary schools in Germany
MEASURING INFORMATION LITERACY
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Example 3: Erkmen & Shanmugarajah (2013): Assessing knowledge representation literacy in secondary schools in Germany
MEASURING INFORMATION LITERACY
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Advantages of questionnaires
Quantative data
Easy to evaluate
Own questionnaire: freedom to choose research-specific questions (and: free of fees)
Disadvantages of questionnaires
Problematic to find test persons
Artificial situation
Predefined questions (and – sometimes – answers)
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How information literate are people today? Some examples
HOW INFORMATION LITERATE ARE PEOPLE TODAY? SOME EXAMPLES
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Three recent empirical studies on Information Literacy
Study by Erkmen & Shanmugarajah (2013): Information Literacy of German secondary school students (Method: own questionnaire)
Study by Given, Julien, Quellete and Smith (2010): Information Literacy of Canadian high school graduates (Method: ILT questionnaire)
Study by Chang et al. (2012): Information Literacy of Singaporean secondary school students (Method: own questionnaire)
HOW INFORMATION LITERATE ARE PEOPLE TODAY? SOME EXAMPLES
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Study by Erkmen & Shanmugarajah (2013)
Retrieval Literacy of German secondary school students: 54.9% (35.14 out of 64 points)
Information needs 71.7% (4.3 out of 6 points)
Searching 59.4% (19 out of 32 points)
Evaluation 48.1% (6.97 out of 14.5 points)
Use 42.3% (4.87 out of 11.5 points)
HOW INFORMATION LITERATE ARE PEOPLE TODAY? SOME EXAMPLES
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Study by Erkmen & Shanmugarajah (2013)
Knowledge Representation Literacy of German secondary school students: 37.2% (9.67 out of 26 points)
Creation 32.2% (4.02 out of 12.5 points)
Storing 48.0% (0.96 out of 2 points)
Indexing 40.1% (4.69 out of 11.5 points)
HOW INFORMATION LITERATE ARE PEOPLE TODAY? SOME EXAMPLES
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Study by Erkmen & Shanmugarajah (2013)
Information Law and Ethics Literacy of German secondary school students: 62.5% (6.25 out of 10 points)
Information ethics 58.3% (2.33 out of 4 points)
Information law 65.3% (3.92 out of 6 points)
HOW INFORMATION LITERATE ARE PEOPLE TODAY? SOME EXAMPLES
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Study by Given, Julien, Quellette and Smith (2010)
Information Literacy (Retrieval Literacy) of Canadian high school graduates: 50.7%
Method: ILT
HOW INFORMATION LITERATE ARE PEOPLE TODAY? SOME EXAMPLES
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Study by Chang et al. (2012): Information Literacy of Singaporean secondary school students
HOW INFORMATION LITERATE ARE PEOPLE TODAY? SOME EXAMPLES
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The studies from three continents present (more or less) the same result:
The grade of Information Literacy of high school students is about 50%
Unscientific remark: that‘s frustrating!
Or (more optimistic): There is an awful lot of work for us.
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Information Literacy Instruction: How to Teach Information Literacy?
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Didactics of Information Literacy (Ader, Orszullok, & Stock, 2013)
Subject of its own right?
Resource-based learning (Document-based learning)
Inquiry-base learning
Teacher-centered learning
Team-based learning
Game-based learning
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Information Literacy: Subject of its own right?
Embedded in other subjects‘ instruction
In primary schools: e.g., in language instruction or in general studies (in Germany, Heimat- und Sachkunde)
In secondary schools: e.g., in history instruction
In universities: in combination with subjects studied (e.g. „Information Literacy for chemicists“, „Information Literacy for physicians“)
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Information Literacy: Subject of its own right?
Subject on its own right
In primary schools: probably not
In secondary schools: Düsseldorf model: 2 hours in grade 6; 2 hours in grade 10 or 11
In universities: „Information Literacy“ (independent of specific subjects)
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Resource-based learning (Document-based learning) (Hannafin & Hill, 2008)
Resource: media, people, places, ideas „that have the potential to support learning“
Resource-based learning: „The use and application of available assets to support varied learning needs across contexts“
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Resource-based learning (Document-based learning) (Hannafin & Hill, 2008)
Scaffolding: „Process through which individuals are supported in identifying, interpreting, or otherwise using resources“
Procedural scaffolds (focusing cognitive resources)
Conceptual scaffolds (identification of knowledge, making connections between resources)
Metacognitive scaffolds (reflection, comparison, revision)
Strategic scaffolds (identifying ways to analyze, plan, and respond)
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Resource-based learning (Document-based learning) (Hannafin & Hill, 2008)
Tools: „Devices that aid individuals to engage and manipulate resources and ideas“
Processing tools (applied technology)
Searching tools (Web search engines, professional information services)
Manipulation tools (e.g., testing different scenarios)
Communication tools (synchronous tools: instant messaging, videoconferencing; asynchronous tools: blogs, podcasts, microblogs, e-mail, wikis)
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Resource-based learning in Information Literacy instruction
Information Literacy instruction is always resource-based
Retrieval literacy: ability to find and use resources
Knowledge representation literacy: ability to create and represent resources
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Inquiry-base learning (Edelson, Gordin, & Pea, 1999)
Inquiry: pursuit of open questions (projects; „project-based learning“)
Authentic activities
Motivation for activity
Opportunities for learning
Developing general inquiry abilities (posing and refining research questions, planning and managing an investigation, analyzing and communicating results)
Acquiring specific investigation skills (e.g., controlled experimentation, modeling, synthesis of primary sources, exploration of quantitative data)
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Opportunities for learning (cont‘d)
Developing an improved understanding of science concepts
Problematize (realizing boundaries of knowledge)
Demand (placing a demand for knowledge to complete the investigation)
Discover and refine (uncovering scientific principles, refining the principles in the investigation; „discovery learning“)
Apply (application of scientific understanding in the pursuit of the research question)
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Inquiry-based learning
Technological support:
ICT
Providing investigation tools
Providing knowledge resources
Providing record-keeping tools
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Inquiry-based learning in Information Literacy instruction
(Nearly) all approaches of Information Literacy instruction apply inquiry-based learning
Example: Chu (2009)
Inquiry project-based learning in a primary school (grade 4)
Teachers: language teacher, general studies teacher, IT teacher, school librarian
Two projects in six months (Phase 1: The Earth; Phase 2: The History of Hong Kong and China)
Results: Evaluation of students, teachers and parents: improvement of Information Literacy and of enjoyment
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Teacher-centered learning
Inquiry-based learning does not mean to led the students alone
Inquiry-based learning alone: only minimal learning success (Kirschner, Sweeler, & Clark, 2006)
In combination with inquiry-based learning: teacher-based learning
Implementation of project management (e.g., milestones)
And (very important!): learning to learn
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Teacher-centered learning in information literacy instruction
In combination of inquiry-based learning
Phases with project-work (learner-based learning) and phases with teacher-centered learning (Mokhtar, Majid, & Foo, 2008)
Example (retrieval literacy instruction): Demonstration of the functionality of Web of Science by the teacher
Example (knowledge representation literacy instruction): Lecture on the thesaurus of Medline (MeSH)
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Team-based learning (in the sense of Michaelsen) (Michaelsen, Watson, Cragin, & Fink, 1982)
Team-formation and management (teams are permanent, formed by the instructor, and have the opportunity to develop into learning teams)
Accountability (team members are accountable to the rest of the team, every team member contributes to team discussions and problem solving, team members engage in peer assessment; the team performs as a whole)
Feedback (learning from other team members, necessary for group development)
Assignment design: the tRATs (team readiness assessment tests), additionally: iRATs (individual RATs)
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Team-based learning in Information Literacy instruction
Information Literacy course at the University at Albany, State University of New York (Jacobson, 2011)
Strategy: building students‘ engagement and making the course interactive
Tasks to fulfill by the teams
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Team-based learning in Information Literacy instruction (Jacobson, 2011)
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Game-based learning
„Homo ludens“ (Johan Huizinga)
Digital natives like to play (digital games) (Knautz, 2013)
Gamification: Use of game mechanics in non-game environments
Gamification fosters fun and intrinsic learning motivation
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Game-based learning
Game mechanics in learning environments
Points
Levels
Badges (status symbols)
Achievements
Quests
Virtual goods
Leaderboards
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Game-based learning in Information Literacy instruction
Heinrich-Heine-University Düsseldorf: Tutorial of the lecture „Knowledge Representation“ applies game mechanics
INFORMATION LITERACY INSTRUCTION: HOW TO TEACH INFORMATION LITERACY?
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Information Literacy teachers
Education of Information Literacy teachers
What subject? Educational science and information science?
Advanced education
How to organize? (In schools? Teachers colleges? Universities?)
Establishment of Information Literacy research in universities
CONCLUSION: INFORMATION LITERACY IN THE KNOWLEDGE SOCIETY
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The importance of Information Literacy increases in a knowledge society.
In a knowledge society, Information Literacy is necessary in the everyday life (to stand on the right side of the digital divide), in the workplace and at school.
There are two methods to study Information Literacy: using rubrics or using questionnaires. There are lots of instant questionnaires (ILS, SAILS, NAILS, etc.).
Empirical studies on Information Literacy of students find (more or less) poor results: Today‘s students are rarely information literate.
Therefore instruction of Information Literacy becomes necessary. Didactic elements are document-based, inquiry-based, teacher-centered, team-based and game-based learning.
QUESTIONS?CONTRIBUTIONS TO THE DISCUSSION?
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Thank you! Stock@phil.hhu.de
LITERATURE
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Ader, S., Orszullok, L., Stock, W. G. (2013). Informationskompetenz als Schulfach: Wer sollte was wann und wie unterrichten? In S. Gust von Loh & W. G. Stock (Eds.), Informationskompetenz in der Schule (pp. 259-271). Berlin, Boston, MA: De Gruyter Saur.
ACRL (2000). Information Literacy Competency Standards for Higher Education. Chicago, IL: ALA.
Bonfadelli, H. (2002). The internet and knowledge gaps. European Journal of Communication, 17(1), 65-84.
Bruce, C. (1999). Workplace experiences of information literacy. International Journal of Information Management, 19, 33-47.
Chang, Y. K, Zhang, X., Mokhtar, I. A., Foo, S., Majid, S., Luyt, B., & Theng, Y. L. (2012). Assessing students’ information literacy skills in two secondary schools in Singapore. Journal of Information Literacy, 6(2), 19-34.
Chu, K. W. S. (2009). Inquiry project-based learning with a partnership of three types of teachers and the school librarian. Journal of the American Society for Information Science and Technology, 60(8), 1671-1686.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Adressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8(3/4), 391-450.
Erkmen, M., & Shanmugarajah, P. (2013). Stand der Informationskompetenz bei Schülern in Deutschland. Bachelor‘s Thesis. Heinrich-Heine-University Düsseldorf.
Given, L. M., Julien, H., Quellette, D., & Smith, J. (2010). Evidence-based information literacy instruction. In Proceedings of the 73rd ASIS&T Annual Meeting (2 pages).
Gust von Loh, S., & Stock, W. G. (2013). Informationskompetenz als Schulfach? In S. Gust von Loh & W. G. Stock (Eds.), Informationskompetenz in der Schule (pp. 1-20). Berlin, Boston, MA: De Gruyter Saur.
LITERATURE (CONT’D)
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Hannafin, M. J., & Hill, J. R. (2008). Resource-based learning. In J.M. Spector, M.D. Merrill, J. van Merriënboer, & M.P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (pp. 525-536). 3rd Ed. New York, NY: Lawrence Erlbaum Ass.
Helvoort, J. van (2010). A scoring rubric for performance assessment of information literacy in Dutch Higher Education. Journal of Information Literacy, 4(1), 22-39.
Jacobson, T. E. (2011). Team-based learning in an information literacy course, Communications in Information Literacy, 5(2), 82-101.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. An analysis of the failure of constructivist, discovery, problem-based, experiental, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Michaelsen, L. K., Watson, W. E., Cragin, J. P., & Fink, L. D. (1982). Team-based learning: A potential solution to the problems of large classes. Exchange. The Organizational Behavior Teaching Journal, 7(4), 18-33.
Mokhtar, I. A., Majid, S., & Foo, S. (2008). Teaching information literacy through learning styles. The application of Gardner‘s multiple intelligences. Journal of Librarianship and Information Science, 40(2), 93-109.
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