Adding Data Literacy Skills to Your Toolkit

DEVELOPING SELECTED SKILLS IN DATA LITERACY AND MANAGEMENT CAN HELP LIBRARIANS MAKE A SUBSTANTIAL CONTRIBUTION TO THE STABILITY AND LONG-TERM PRESERVATION OF DATA AT THEIR ORGANIZATION

Information Outlook, January/February 2020

Volume 24, Issue 1https://scholarworks.sjsu.edu/sla_io_2020/1000/thumbnail.jp

The Future Librarian: A Diverse and Complex Professional

The library professional is an active actor in the information society and the professional identity is affected by societal and cultural phenomena as well as technological changes. The library users’ changing information behavior, different forms of information, and information overload challenge the professional perspective; what is the core expertise of the library profession and what new skills are needed in the future? The library profession meets a growing complexity in its role and it becomes difficult to balance the generalist and expertise level of the profession (Stover 2004). Desirable future skills are related to operating and navigating on the Internet, and being open for interaction with the users on the Internet. At the same time the professional identity is firmly anchored in the traditional core values and competences of librarianship (Huvila et al. 2013). This paper discusses the challenge of the diversity of the expected qualities of librarians. The paper has both a professional as well as an educational point of view. How do we educate library professionals of tomorrow in a society where information and information related activities are continuously growing and changing? What are the core competencies, what are the key challenges, and how do we find a balance between technical and social skills? This paper is based on empirical work looking into expectations of the future library profession among library directors, as well as LIS-students

It Takes a Community to Build a Framework: Information Literacy within Intercultural Settings

Information literacy practice plays a key role in the transitional processes of individuals within new intercultural settings. While this ability to adjust to new cultural contexts is increasingly important within today’s multicultural societies, campuses and workplaces, typical approaches to information literacy education struggle to scaffold the newcomer’s disrupted information landscapes. In focusing on prescriptive skills, information literacy standards position linguistic and cultural difference as a learning deficiency. Yet, when alternative information literacy frameworks centre upon personal habits of mind, they fail to account for contextual dynamics. In this conceptual paper, the authors use research into the health practices of resettling refugees as an example to argue that a move away from behaviourist approaches to information literacy refocuses our attention on questions of adjustment and engagement with cultural understandings of information, and forms a more inclusive way to consider the diversity of today’s information societies

Digital and Media Literacy: A Plan of Action

Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges

Information Outlook, September 2010

Volume 14, Issue 6https://scholarworks.sjsu.edu/sla_io_2010/1005/thumbnail.jp

3-Ls: A MODEL FOR TEACHING YOUNG LEARNERS

The fact that EFL literacy in Indonesia is still low led me to conduct this study to cultivate reading habits and increase literacy skills of young learners. Using the 3-Ls—libraries, literature, and literacy—as an instructional model, the study involved five methods: Informational Text Structures; Online Resources; Partnership with Librarians; Big6; and Literature Circles. The sample consisted of 200 fifth graders divided equally into five groups, each of which was also divided into experimental and control groups. Each of tThe experimental groups was taught for three months using one method. All the students in both groups were given English tests and a questionnaire before and after the experiment. The results showed that the experimental groups outperformed the control groups with a significant mean difference of 21.73 on literacy skills and 10.15 on reading habits. Using regression analysis, it was also found that 3-Ls as a whole had given a significant contribution to both students’ reading habits (R2 0,793) and literacy skills (R2 0,943) with the highest percentage contributed by every method was reading skill. However, in spite of demonstrating significant effects on students’ literacy, these methods still did not bring the students’ literacy to an acceptable level. A factor that might contribute to the low achievement of their English literacy was that the 3-Ls model requires optimal facilities

Teaching and Collecting Technical Standards: A Handbook for Librarians and Educators

Technical standards are a vital source of information for providing guidelines during the design, manufacture, testing, and use of whole products, materials, and components. To prepare students—especially engineering students—for the workforce, universities are increasing the use of standards within the curriculum. Employers believe it is important for recent university graduates to be familiar with standards. Despite the critical role standards play within academia and the workforce, little information is available on the development of standards information literacy, which includes the ability to understand the standardization process; identify types of standards; and locate, evaluate, and use standards effectively. Libraries and librarians are a critical part of standards education, and much of the discussion has been focused on the curation of standards within libraries. However, librarians also have substantial experience in developing and teaching standards information literacy curriculum. With the need for universities to develop a workforce that is well-educated on the use of standards, librarians and course instructors can apply their experiences in information literacy toward teaching students the knowledge and skills regarding standards that they will need to be successful in their field. This title provides background information for librarians on technical standards as well as collection development best practices. It also creates a model for librarians and course instructors to use when building a standards information literacy curriculum.https://docs.lib.purdue.edu/pilh/1004/thumbnail.jp

InfoTecarios: A regional initiative for the scientific dissemination of library and information science = InfoTecarios: Una iniciativa regional para la divulgación científica de la bibliotecología y las ciencias de la información

This article shares the experience of the InfoTecarios group, while commemorating its fifth anniversary. InfoTecarios is a regional initiative that publishes weekly blog posts in its website, written by Latin American professionals, and hence it conducts an important scientific dissemination activity of library and information science. It presents details about its origin, the selection and format of its publications, the technologies they use to operate and promote the group and its website, their website’s user and usage data, as well as some conclusions about its importance and its future. InfoTecarios is a useful example for other groups of the region wishing to conduct scientific dissemination through online and collaborative activities