Exploring behaviour in the online environment: student perceptions of information literacy

The aim of this paper is to show how information literacy can be conceptualised as a key learning process related to discipline and academic maturity, rather than as a generic skill. Results of a small-scale study including questionnaires and observation of student behaviour are reported and analysed in relation to Bruces 'seven faces of information literacy' framework. The findings illustrate that information literacy is a highly situated practice that remains undeveloped through mandatory schooling. Some methodological issues are considered in relation to researching information literacy, including the limits of the Bruce model as a framework for analysis. We also show how decontextualised courses can foreground and privilege certain behaviours that are beneficial but that developing higher-level information literate attitudes is likely to be an iterative and contextualised process

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Privileging information is inevitable

Libraries, archives and museums have long collected physical materials and other artefacts. In so doing they have established formal or informal policies defining what they will (and will not) collect. We argue that these activities by their very nature privilege some information over others and that the appraisal that underlies this privileging is itself socially constructed. We do not cast this in a post-modernist or negative light, but regard a clear understanding of it as fact and its consequences as crucial to understanding what collections are and what the implications are for the digital world. We will argue that in the digital world it is much easier for users to construct their own collections from a combination of resources, some privileged and curated by information professionals and some privileged by criteria that include the frequency with which other people link to and access them. We conclude that developing these ideas is an important part of placing the concept of a digital or hybrid paper/digital library on a firm foundation and that information professionals need to learn from each other, adopting elements of a variety of different approaches to describing and exposing information. A failure to do this will serve to push information professional towards the margins of the information seekers perspective

An ontology for the description of and navigation through philosophical resources

What does it mean for a student to come to an understanding of a philosophical standpoint and can the explosion of resources now available on the web support this process, or is it inclined instead to create more confusion? We believe that a possible answer to the problem of finding a means through the morass of information on the web to the philosophical insights it conceals and can be made to reveal lies in the process of narrative pathway generation. That is, the active linking of resources into a learning path that contextualizes them with respect to one another. This result can be achieved only if the content of the resources is indexed, not just their status as a text document, an image or a video. To this aim, we propose a formal conceptualization of the domain of philosophy, an ontology that would allow the categorization of resources according to a series of pre-agreed content descriptors. Within an e-learning scenario, a teacher could use a tool comprising such an ontology to annotate at various levels of granularity available philosophical materials, and let the students explore this semantic space in an unsupervised manner, according to pre-defined narrative pathways

What would learning in an open world look like? A vision for the future

The pace of current technological advancement is phenomenal. In the last few years we have seen the emergence of ever more sophisticated gaming technologies, rich, immersive virtual worlds and new social networking services that enable learners and teachers to connect and communicate in new ways. The pace of change looks set to continue as annual Horizon reports testify (http://www.nmc.org/horizon). Clearly new technologies offer much in an educational context, with the promise of flexible, personalised and student-centred learning. Indeed research over the past few years, looking at learners' use of technologies, has given us a rich picture of how learners of all ages are appropriating new tools within their own context, mixing different applications for finding/managing information and for communicating with others (Sharpe and Beetham, forthcoming)

It's Public Knowledge: The National Digital Archive of Datasets

This article describes the history and development of the National Digital Archive of Datasets, a service run by the University of London Computer Centre for the National Archives of England. It discusses the project in light of the context in which it emerged in the 1990s, its departure in approach from traditional data archives, and the range of archival functions. Finally, it offers reflections on the project as whole. Cet article décrit l’histoire et le développement du National Digital Archive of Datasets, un service offert par le centre informatique de l’Université de Londres pour les Archives nationales de l’Angleterre. L’auteure présente le contexte dans lequel le projet a émergé dans les années 1990, son approche qui diffère de celle des archives de données informatiques traditionnelles, ainsi que la gamme de ses fonctions archivistiques. Finalement, elle offre des réflexions sur le projet dans son ensemble