What if becoming information literate were an adventure?

What if becoming information literate were an adventure? This question was posed in a keynote for the Creating Knowledge Conference 2021. It was answered in a thought piece by examining adventure-based ways to prepare students to be information literate adults through the principles and mechanisms that people find arousing and pleasurable and that are not classically a part of university pedagogy. How might these mechanisms be used to engage students more in the IL learning process and to encourage them to pursue being an information literate person as a lifelong endeavor? Adventure is presented as an experience that is situated, soft or hard, emotionally charged, challenging and rewarding. The risk aspect of adventure, often linked to danger, is also examined. Some of the dangers that exist in the management of information are explored (e.g., traps in sharing practices, seductive novelty and bypassing reason) as well as the personal costs of not managing information literacy well. How we nevertheless find danger alluring is explained in terms of arousal, as well as how we navigate zones of danger and delight with the help of protective frames. In order to arouse and sustain student engagement in becoming information literate adults, the value of interest is also introduced with the four-phase model of interest development. Suggestions for where to get started in translating the mechanisms of adventure, danger and interest into theoretically motivated and enjoyable teaching in order to support student growth as lifelong information literate adults are woven into the text for reflection

What if becoming information literate were an adventure?

What if becoming information literate were an adventure? This question was posed in a keynote for the Creating Knowledge Conference 2021. It was answered in a thought piece by examining adventure-based ways to prepare students to be information literate adults through the principles and mechanisms that people find arousing and pleasurable and that are not classically a part of university pedagogy. How might these mechanisms be used to engage students more in the IL learning process and to encourage them to pursue being an information literate person as a lifelong endeavor? Adventure is presented as an experience that is situated, soft or hard, emotionally charged, challenging and rewarding. The risk aspect of adventure, often linked to danger, is also examined. Some of the dangers that exist in the management of information are explored (e.g., traps in sharing practices, seductive novelty and bypassing reason) as well as the personal costs of not managing information literacy well. How we nevertheless find danger alluring is explained in terms of arousal, as well as how we navigate zones of danger and delight with the help of protective frames. In order to arouse and sustain student engagement in becoming information literate adults, the value of interest is also introduced with the four-phase model of interest development. Suggestions for where to get started in translating the mechanisms of adventure, danger and interest into theoretically motivated and enjoyable teaching in order to support student growth as lifelong information literate adults are woven into the text for reflection

Guia d'actuació en cas d'anafilaxi

L'anafilaxi és la reacció al·lèrgica més greu que pot patir una persona. Per això és fonamental que tant els professionals sanitaris com els pacients amb risc, siguin capaços de reconèixer-la i d'iniciar ràpidament l'actuació més adient. La "Guia d'actuació en anafilaxi" (també anomenada GALAXIA), elaborada per consens entre diverses societats mèdiques i coordinada per professionals de l'Hospital Vall d'Hebron supleix la manca d'una guia semblant a l'àmbit espanyol, adaptant-se a les característiques de la població i als recursos diagnòstics i terapèutics propis i incrementant, així, les possibilitats d'èxit quant a disseminació entre els professionals sanitaris.La anafilaxia es la reacción alérgica más grave que puede sufrir una persona. Por ello es fundamental que tanto los profesionales sanitarios como los pacientes con riesgo, sean capaces de reconocerla e iniciar rápidamente la actuación más adecuada. La "Guía de actuación en anafilaxia" (también llamada GALAXIA), elaborada por consenso entre varias sociedades médicas y coordinada por profesionales del Hospital Vall d'Hebron suple la falta de una guía similar en el ámbito español, adaptando a las características de la población y los recursos diagnósticos y terapéuticos propios, e incrementando así las posibilidades de éxito en cuanto a diseminación entre los profesionales sanitarios.Anaphylaxis is the most severe allergic reaction a person can suffer from. It is therefore essential that both healthcare professionals and patients at risk be able to recognise it quickly and initiate the most appropriate action. GALAXY, or "Guidelines for Action in Anaphylaxis", developed by consensus among several professional medical societies and coordinated by professionals from Hospital Vall d'Hebron, aims to solve the lack of this type of guide in Spain. It is adapted to the characteristics of the population and the country's diagnostic and therapeutic resources, thus increasing chances of success in terms of dissemination activities among healthcare professionals

Characterisation and representation of non-dissipative electromagnetic medium with a double light cone

We study Maxwell's equations on a 4-manifold N with a medium that is non-dissipative and has a linear and pointwise response. In this setting, the medium can be represented by a suitable (2,2)-tensor on the 4-manifold N. Moreover, in each cotangent space on N, the medium defines a Fresnel surface. Essentially, the Fresnel surface is a tensorial analogue of the dispersion equation that describes the response of the medium for signals in the geometric optics limit. For example, in isotropic medium the Fresnel surface is at each point a Lorentz light cone. In a recent paper, I. Lindell, A. Favaro and L. Bergamin introduced a condition that constrains the polarisation for plane waves. In this paper we show (under suitable assumptions) that a slight strengthening of this condition gives a pointwise characterisation of all medium tensors for which the Fresnel surface is the union of two distinct Lorentz null cones. This is for example the behaviour of uniaxial medium like calcite. Moreover, using the representation formulas from Lindell et al. we obtain a closed form representation formula that pointwise parameterises all medium tensors for which the Fresnel surface is the union of two distinct Lorentz null cones. Both the characterisation and the representation formula are tensorial and do not depend on local coordinates

Is information literacy ability, and metacognition of that ability, related to interest, gender or education level? A cross-sectional study of higher education students

How information literate are students in higher education, and how accurate is their metacognition related to that ability? Are students’ perceived needs to learn more and their level of interest in becoming information literate related to their pursuit of information literacy (IL) skill development? First-year undergraduates, master’s, and PhD students (N = 760) took an objective IL test and estimated their scores both before and after the test. IL ability, as well as students’ estimation of their IL ability, increased with higher education experience and IL test experience, though also varied notably within groups. Low-performers tended to overestimate their abilities, while high-performers tended to underestimate them—both evidence of the Dunning-Kruger effect. Furthermore, gender comparisons revealed that men tended to estimate higher, and more accurate, scores than women. Finally, PhD students reported greater interest in becoming information literate than undergraduates. Although undergraduates felt a greater need to learn more, PhD students were more inclined to pursue IL growth. For both groups, interest in becoming information literate correlated far more with their likelihood to invest effort into developing IL competencies than their perceived need to know more. What implications might these findings have for how we conceptualize the teaching of IL

Here's the TRIQ: The Tromsø Interest Development Questionnaire based on the four-phase model of interest development

The Tromsø Interest Questionnaire (TRIQ) is the first suite of self-report subscales designed for focused investigations on how interest is experienced in relation to Hidi and Renninger’s four-phase model of interest development. In response to the plethora of varied interest measures that already exist in terms of theoretical grounding, form, and tested quality, the TRIQ subscales were designed with a consistent form to measure general interest, situation dependence, positive affect, competence level, competence aspirations, meaningfulness, and self-regulation answered in relation to some object of interest. Two studies testing the subscales’ performance using different objects of interest (self-chosen “object-general,” and prespecified “object-specific”) provide evidence of the subscales’ internal consistency, temporal reliability, and phase-distinguishing validity. Patterns across the two studies demonstrate that the TRIQ is a sufficiently reliable and valid domain-tailorable tool that is particularly effective at distinguishing phase 1 (triggered situational) from phase 4 (well-developed individual) interest. The findings raise interesting questions for further investigation about the distinction and distance between all interest phases, the push-pull factors that influence how interests evolve and additional subscales to add to the suite

Meeting, Moving, Mastering - A Text Analysis of the Aesthetic Attractions of \u27Wild Swimming\u27

Why are people fascinated by swimming in nature? This article addresses the aesthetic experiences of wild swimming as expressed by five wild swimming authors in their books. Drawing from aesthetic philosophy, we analyze the ways in which the appeal of wild swimming is described on three levels: the allure of water in the environment, the sensory encounter between water and the body, and the experience of moving in water. Furthermore, with reference to Seel’s concept of nature aesthetics (1996), the experience of wild swimming is analyzed in terms of contemplation, correspondence, and imagination. We can conclude that the special intensity of the sensory experience of moving in water allows a closer connectedness to the surrounding natural world than land-based activities or swimming in artificial outdoor pools. This leads to a stronger ethical awareness, both regarding protection of natural water as well as the necessity of developing ‘water competency’ amongst humans