Multi-lingual and multi-cultural information literacy; perspectives, models and good practice

Purpose This paper reviews current approaches to, and good practice, in information literacy development in multi-lingual and multi-cultural settings, with particular emphasis on provision for international students. Design/methodology/approach A selective and critical review of published literature is extended by evaluation of examples of multi-lingual information literacy tutorials and MOOCs. Findings Multi-lingual and multi-cultural information literacy are umbrella terms covering a variety of situations and issues. This provision is of increasing importance in an increasingly mobile and multi-cultural world. This article evaluates current approaches and good practice, focusing on issues of culture vis a vis language, the balance between individual and group needs, specific and generic information literacy instruction, and models for information literacy, pedagogy and culture. Recommendations for good practice and for further research are given, Originality/value This is one of very few articles critically reviewing how information literacy development is affected by linguistic and cultural factors

Collaborative environment for energy-efficient buildings at an early design stage

This paper provides an approach for creating a collaborative environment for energy efficient buildings highlighting the issues required to be addressed at an early design phase. The paper will discuss a design scenario for a new built and suggest system architecture for implementing such scenario through the use of advanced simulation tools and modelling techniques to improve current practice in an early design phase. The suggested system architecture will allow multi-disciplinary teams to collectively and individually explore various energy solutions in a 3D interactive workspace to achieve optimum energy efficiency at building level

Changing roles for research and Information skills development: librarians as teachers, researchers as learners

University libraries have been dealing with the training needs of their users for a long time. Today, this need continues to be pressing with day to day immersion in print and digital information and the transformations of the tools for its access. Librarians play a fundamental pedagogical role for teachers and researchers who are urged by the Open Science movement to acquire new information skills. They develop information literacy training adapted to these needs. The paper presents a case study that explains three pedagogical paths: tutorial support for teachers and researchers in their daily lives; the provision of electronic resources and training for its proper use; and the development and dissemination of an online publication that seeks to improve their knowledge and practice skills related to Open Science. The actions that librarians can develop are vital because they are the basis for the creation and application of cross-curricular skills in lifelong learning, so necessary for teachers and researchers who need to quickly adapt to new information contexts.info:eu-repo/semantics/publishedVersio