Leveraging information literacy : mapping the conceptual influence and appropriation of information literacy in other disciplinary landscapes

Information literacy forms a key concept within Library and Information Science, where it forms the focus of scholarship, conferences, journals, and teaching librarian practice, alike. However, little is known about how other fields and disciplines have employed these outputs within their own research and practice. This paper examines how the concept of information literacy has been leveraged into the discourses of non-Library and Information Science disciplinary landscapes. This is achieved through a qualitative mapping of five different fields and disciplines, including Higher Education, Management and Business, Public Health, Nursing and Psychology, to identify how information literacy terminology, definitions, theories, and frameworks have travelled across scholarly and practice boundaries to become appropriated into other disciplinary landscapes. The aim of this collaborative work is to develop an indicative rather than an exhaustive understanding of what travels within information literacy research and practice and to strengthen the Library and Information Science narrative on the impact of information literacy activities

The Vehicle, 1969, Vol. 11 no. 2

Vol. 11, No. 2 Table of Contents Short Story: The TripCharles Whitepage 4 PhotoDale Huberpage 5 A NightRoger Zulaufpage 6 Sixteen-year-old Students...NBpage 6 LostJim Biropage 6 The AmateurRoger Zulaufpage 7 ManRoger Zulaufpage 7 My CamelotRonald Garnerpage 7 The Rose and the BriarKenneth L. Folkertspage 9 Who Am I?Frank McKennedypage 10 PhotoDale Huberpage 11 Mr. Samuel ClemensLarry A. Millerpage 11 Lock OutAra Childspage 12 Excuse MeRoger Zulaufpage 12 On Shadows from a Candle \u2767Michael G. McKeepage 12 beginning of an endCaryl Dagropage 12 DrawingMADpage 13 We Ain\u27t Un HurJames Birchlerpage 13 Genesis II, 18 \u2767Michael G. McKeepage 13 Short Story: A Patent Leather PaleEleanor Aikenpage 14 hungry childRoger Zulaufpage 15 DrawingRoger Zulaufpage 15 PhotoRoger Digglepage 16 Do You Like The Rain?Linda Boltmanpage 17 Seasons ChangePerry J. Carterpage 17 PhotoDale Huberpage 19 Whistling TreesPam McKinneypage 19 PostscriptThomas W. Reapage 20 PhotoDale Huberpage 20https://thekeep.eiu.edu/vehicle/1020/thumbnail.jp

The Vehicle, 1969, Vol. 11 no. 2

Vol. 11, No. 2 Table of Contents Short Story: The TripCharles Whitepage 4 PhotoDale Huberpage 5 A NightRoger Zulaufpage 6 Sixteen-year-old Students...NBpage 6 LostJim Biropage 6 The AmateurRoger Zulaufpage 7 ManRoger Zulaufpage 7 My CamelotRonald Garnerpage 7 The Rose and the BriarKenneth L. Folkertspage 9 Who Am I?Frank McKennedypage 10 PhotoDale Huberpage 11 Mr. Samuel ClemensLarry A. Millerpage 11 Lock OutAra Childspage 12 Excuse MeRoger Zulaufpage 12 On Shadows from a Candle \u2767Michael G. McKeepage 12 beginning of an endCaryl Dagropage 12 DrawingMADpage 13 We Ain\u27t Un HurJames Birchlerpage 13 Genesis II, 18 \u2767Michael G. McKeepage 13 Short Story: A Patent Leather PaleEleanor Aikenpage 14 hungry childRoger Zulaufpage 15 DrawingRoger Zulaufpage 15 PhotoRoger Digglepage 16 Do You Like The Rain?Linda Boltmanpage 17 Seasons ChangePerry J. Carterpage 17 PhotoDale Huberpage 19 Whistling TreesPam McKinneypage 19 PostscriptThomas W. Reapage 20 PhotoDale Huberpage 20https://thekeep.eiu.edu/vehicle/1020/thumbnail.jp

Teaching the Next Generation of Information Literacy Educators: Pedagogy and Learning

The aim of this presentation is to compare key aspects of learning in two core information literacy (IL) modules, one delivered to a face-to-face cohort (MA Librarianship) and one to distance learners (MA Library and Information Service Management). Graduates of these programmes (delivered by the University of Sheffield iSchool, UK) often pursue careers that require excellent personal Information Literacy (IL) and the ability to teach IL to others. Inskip’s research (2015) identified that these are subjects that library and information (LIS) students want to learn, and Saunders et al.’s (2015) international study found that LIS students’ IL requires development.Our modules aim to develop the students’ understanding of themselves as information literate citizens and teachers, and introduce them to theories and models in the fields of IL and information behavior, teaching and learning. The modules include a practical strand (searching, evaluating, using (etc.) information) and assessment is through coursework.Using Entwistle et al.’s (2004) model of the Teaching and Learning Environment (TLE), we will map key elements (e.g. learner characteristics, approaches of teachers, course design) relevant to the quality of learning. We will also look at three “layers” of teaching: (1) overall pedagogic beliefs and institutional policies, (2) design for learning (overall planning for achieving learning outcomes), and (3) techniques, tools and methods used. We will draw on documentation, reflection and (with cooperation from learners) material created by learners during, and subsequent to, the modules.Through the use of the TLE model we will surface differences in the experience of face-to-face and distance learners and also differences in development of their personal IL and pedagogic knowledge for IL. References at https://docs.google.com/document/d/1JwNCYU-Uh9e-AIyRwTnMyU6Qooab0Tn8vYC-kzd1_Mw/edit?usp=sharingThe PowerPoint slides that accompany this presentation are available on SlideShare: http://www.slideshare.net/PamelaMcKinney/creating-knowledge-viii-teaching-the-next-generation-of-il-educator

Decoloniality and "Model C" schools: ethos, language and the protests of

This article argues that theories of "decoloniality" provide valuable insights into the social relations of "Model C" schools that have been brought into visibility in particular ways by the wave of student protests during and after 2016. Our starting point is to provide a brief outline of the central arguments made by a particular strand of theorists who have developed the term "decoloniality." We then look briefly at the history of "Model C" schools, locating their formation in the compromises of the negotiated settlement that characterised South Africa's political transition in the 1990s. We look in particular at language policy and practices in these previously white schools and at the power relations of language in South Africa. In this account, we argue that "Model C" schools exemplify the entangled power matrix that characterises coloniality. "Model C" schools, we argue, provide a clear example of how deep historical inequalities persist well past the formal end of colonialism. Pressing this argument further, we outline some possible implications for changes in schooling that a decoloniality approach invites

An evaluation of labeling-then-doing with moderately handicapped persons: acquisition and generalization with complex tasks.

We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label-then-do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key-entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self-labeling procedures to complete a key-entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over behavior