近年來高等教育逐漸重視資訊素養教育，各大學校院陸續以通識課程的形式開設資訊素養課程，期望在通識教育之精神下，培育學生具備問題解決的能力，並能有效地與人溝通合作。然而，我國目前資訊素養通識課程，在各個學校的開設有不同的名稱，且不同教師所教授的資訊素養課程內容亦有所分歧；這些課程都是以提升學生資訊素養能力為教學目標，若能發展具有共識的課程內容、尋覓適當的教學方式，應有助於協助教師規劃課程，改善大學生整體的資訊素養。 　　本研究之目的即在探討目前資訊素養課程開設之情形，以及授課教師對課程規劃之看法，以提出資訊素養通識課程規劃之建議。本研究對我國九十七學年度資訊素養通識課程進行內容分析，瞭解資訊素養通識課程開設之現況；並透過問卷和訪談調查資訊素養課程授課教師之教學模式與評量方法。 　　經調查顯示，大學校院資訊素養通識課程開課數量較往年有所成長，資訊素養教育已愈來愈受學校重視。而資訊素養通識課程名稱相當多元，課程內容以「查找資訊資源」為資訊素養課程主要的核心，但亦包含建立知識背景、評估資訊資源等內容，較以往的課程更重視資訊的組織與呈現，以及資訊倫理和法律議題。而從授課教師教學型態中發現，資訊素養課程已開始朝向數位學習發展，教師亦運用多樣化的教學活動與教材規劃課程，並從知識、技能與態度面來評量學生學習成果。 　　由研究結果歸納建議，大學校院資訊素養通識課程在開設方面，應由通識教育中心主動規劃，且可與圖書館共同合作發展課程，將其納入整個教學人力和資源；在課程規劃方面，教師可以「圖書館和資訊素養」為課程名稱，並依《高等教育資訊素養能力標準》為目標彈性設計課程、開發問題導向式學習教材、善用數位學習教材輔助教學，並以數位學習認證規範開發課程與教材；在評量方面可透過學習歷程檔案來評量學生學習成果。最後，應建立資訊素養教材資源交流的平台，互相分享資訊素養課程教材，做為推動資訊素養教育之管道。 / In recent years, information literacy education has gained more and more attention in higher education. Some universities offer courses about information literacy in general education program. With the spirit of general education, these information literacy courses enable students to solve problems independently, as well as communicate and cooperate with others efficiently. However, currently, each university adopts different course names for information literacy courses and each teacher teaches in different ways. Since the aims of these courses are to build up information literacy ability of students, a consensus on the course content and developing suitable teaching methods will help teachers in designing information literacy courses and effectively improve students’ information literacy skills. The purpose of this study is to explore the current situation of information literacy courses and to understand teachers’ perspectives on course design, and further make suggestions on information literacy courses planning. This study analyzed the information literacy course contents in general education program of 2008 School Year in Taiwan, and investigated teachers’ teaching model and assessment methods through questionnaires and interviews. Findings show that the numbers of information literacy courses have been increased than that in last year and information literacy course has gotten more attention in universities. The names of information literacy courses are diverse. The contents of information literacy courses mostly focus on information searching, but also emphasize on building background knowledge, evaluating information sources, organizing and presenting information, and recognizing issues of information ethics and information laws. The instructional patterns of information literacy courses have been moved toward e-learning style. Teachers use various activities and materials to design courses, and evaluate students’ learning performance in terms of knowledge, skills and attitudes. Based on the results, this study suggests that: (1) General education center should offer information literacy courses initiatively. (2) Teachers could cooperate with the library to develop information literacy courses. (3) Use “Library and Information Literacy” as the course name. (4) Designing courses flexibly based on the “Information Literacy Competency Standards for Higher Education”. (5) Developing problem-based learning materials. (6) Use e-learning materials to support teaching. (7) Developing courses and teaching materials in accordance with the e-Learning Quality Certification. (8) Use portfolio to assess students’ learning performance. (9) Establishing an information exchange platform to share the resources of information literacy.

Submitted by Valdinei Souza (neisouza@hotmail.com) on 2016-12-19T20:57:32Z No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2017-01-13T20:51:36Z (GMT) No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / Made available in DSpace on 2017-01-13T20:51:37Z (GMT). No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / No contexto da sociedade da informação, onde a criação e a disseminação da informação estão em sua essência, somadas à mudança global na educação superior para formar cidadãos para o século XXI, percebe-se a exigência de novas competências, que incluem múltiplas alfabetizações, a exemplo da competência Info-midiática e as Infocomunicacionais, que são expansões da Competência em Informação. Esse contexto levou à reflexão sobre verificação da atualização e aplicação dos padrões de competência para atender de maneira satisfatória à realidade brasileira. Trata-se de uma pesquisa aplicada com abordagem de caráter qualitativo, que teve como objetivo principal analisar os indicadores propostos pelos padrões de Competências em Informação derivados da ACRL/ALA (2000) e verificar se estes permitem mensurar as “novas” competências (Infocomunicacional e Infomidiática) demandadas no cenário Brasileiro. Dividiu-se em duas etapas: a primeira tratou do levantamento e análise do material bibliográfico que fundamentou as bases teóricas acerca do tema e a segunda de caráter documental, busca, seleção e análise documental e de conteúdo dos padrões de Competências em Informação selecionados. A revisão destes padrões permitiu identificar não só as diferenças e semelhanças, mas também apontar a necessidade de aprimoramento de seus indicadores, para contemplar aspectos que não foram pensados ou levados em consideração na realidade em que se deu sua elaboração. / ABSTRACT In the context of the information society, where the creation and dissemination of information are in their essence, added to global change in higher education to form citizens for the twenty-first century, the need for new skills is perceived, which includes multiple literacies, for example, Infomedia and infocommunication literacy, which are expansions of Information literacy. This context led to reflection about the verification of the upgrade and application of the competency standards to attend satisfactorily to the Brazilian reality. This is an applied research with a qualitative approach, which had as the main goal to analyze the proposed indicators by evaluation standards of Information Literacy studied and present an analytical model that allows identifying if the studied standards allow measuring the "new" skills (infocommunication literacy and Info-Media Literacy) demanded in the Brazilian scenario. It was divided into two stages: the first treated the survey and analysis of bibliographic material that justified the theoretical basis of the topic and the second of the documentary character, search, selection and document and content analysis of the standards competence analyzed. A review of these standards identified not only the differences and similarities, but also point out the need to improve its indicators to contemplate aspects that were not thought of or considered in the reality of their preparation.

Orientador: Helen de Castro Silva / Banca: Bernadete dos Santos Campello / Banca: Paulo Sérgio Teixeira do Prado / Resumo: Esta pesquisa apresenta a Competência em Informação e o seu desenvolvimento como parte dos processos educacionais voltados à formação reflexiva, crítica e autônoma. Articula-se com a Cultura Escolar, por meio da qual se evidenciam efeitos e causas que dificultam o planejamento de programas que desenvolvam a Competência em Informação. Como objetivo geral, buscou-se avaliar um programa de Competência em Informação, baseado na obra de Carol Kulhthau, (2004), desenvolvido pela biblioteca do Colégio Militar de Campo Grande - MS. Os objetivos específicos são: a) apresentar o desenvolvimento da Competência em Informação no contexto do Colégio; b) exteriorizar os resultados do programa tendo como base a obra de Carol Kuhlthau; c) certifica-se da validade do portifólio como procedimento metodológico para a avaliação da Competência em Informação; d) averiguar o possível desenvolvimento dos indivíduos da pesquisa no que diz respeito ao acesso, uso e produção de conhecimento. Métodos de avaliação são analisados com o intuito de identificar as melhores práticas e procedimentos que fundamentem o processo avaliativo da Competência em Informação. Utilizou-se a pesquisa-ação, tendo como ambiente de pesquisa o colégio citado, e como participantes da pesquisa 20 educandos dos 6º e 7º anos, dos quais oito ingressaram no colégio por meio de concurso público e doze são amparados por serem filhos de militares da ativa. Como instrumento de pesquisa, optou-se pelo questionário, objetivando-se a identificação do nível de Competência em Informação do grupo em análise, que, posteriormente, participou de um programa para o desenvolvimento de Competência em Informação. Como resultado do programa, portfólios foram estruturados no desencadear das atividades propostas ao grupo, por meio dos quais se avaliaram habilidades e atitudes inerentes à Competência... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The research presents the Information Literacy and its development as a part of the educational processes related to the reflexive, critical and autonomous formation. It is linked to the School Culture, through which becomes evident the causes and effects that make difficult the planning of programs which develop the Information Literacy. As main goal, we tried to evaluate an Information Literacy program based on Carol Kuhlthau's work, (2004),developed by the Military School of Campo Grande - MS. The specific objectives are: a) present the development of Information Literacy in the context of the College; b) externalizing the results of the program based on the work of Carol Kuhlthau; c) make sure the validity of the portfolio as a methodological procedure for the evaluation Information Literacy; d) assess the possible development of research subjects with respect access, use and production of knowledge. Evaluation methods are analyzed aiming at the identification of the best practices and procedures which support the evaluative process of the Information Literacy .The actionresearch was used , having as research environment the school above mentioned and as subject-matter of the research, 20 students from the sixth and seventh years from which,8 entered the school through a public selection process and 12 are supported for being children of military personnel on active duty. As a research tool, we decided to use a questionnaire aiming at the identification of the Information Literacy level of the group which was being analised, the group took part of a program to the Information Literacy development .As a result of the program, portfolios were structured during the development of the activities proposed to the group through which it was possible to evaluate the abilities and attitudes inherent to the Information Literacy. The portfolios were constituted by an applied questionnaire... (Complete abstract click electronic access below) / Mestre

Num contexto de avanços tecnológicos, a emergência do digital no contemporâneo conectado se apresenta por meio de novas práticas, costumes e relações entre as pessoas e as Plataformas Digitais. Assim, a presente tese de doutorado se insere na interface entre Comunicação e Educação como campo privilegiado para discussões e estudos em busca desses entendimentos. Apesar de grandes avanços em pesquisas nessa área, existe, ainda hoje, um grande eco em relação às novas linguagens oferecidas pelos aparatos eletrônicos e à capacidade de assimilação pelas gerações dos educadores e seus educandos. Dessa maneira propõe-se a inclusão dos Jogos Digitais no debate, a partir de sua presença no cotidiano dos estudantes, seja por meio de seu crescimento mercadológico ou mesmo pela ludicidade, característica presente em todos os jogos e que se materializa nas aulas de Educação Física. Nessa conjuntura, ainda se consideram escassos os estudos que abordam as habilidades e/ou competências necessárias aos indivíduos para lidarem com essas plataformas, aqui incluídos os Jogos Digitais, ainda mais em se tratando do público escolhido para essa pesquisa, os professores de Educação Física. Tomando então, o \"Currículo MIL para formação de professores\" proposto pela UNESCO como referência, essa tese objetivou mapear as Literacias de Mídia e Informação (MIL) dos professores de Educação Física em seus ambientes educacionais. Com a adoção de protocolos multimetodológicos como questionários, entrevistas e o uso das técnicas de análise de conteúdo para apreciação dos resultados, concluiu-se que, apesar dos professores de Educação Física de São Paulo não utilizarem os Jogos Digitais em suas aulas, estes são considerados pelos mesmos como meios de comunicação e reconhecidos por seu caráter influenciador e abrangente que representam em nosso cotidiano. Além disso, propõe-se que o entendimento das competências sugeridas pelo \"Currículo MIL para formação de professores\" da UNESCO sejam utilizadas como alternativa integradora para a compreensão do conceito de MIL como caminho para ampliar olhares e estratégias mantendo seu viés crítico, mas também estimulando os docentes a se engajarem com as possibilidades que as Plataformas Digitais, os Jogos Digitais e demais mídias podem oferecer à prática docente e formação para uma participação cívica plena na sociedade contemporânea. / In the technological advances context of, the emergency of digital in the connected contemporary is presented through new practices, customs and relationships between people and Digital Platforms. Thus, the present doctoral thesis is inserted in the interface between Communication and Education as a privileged field for discussions and studies in search of these understandings. Despite of the great advances in research made in this area, there is still a great echo regarding the new languages offered by electronic devices and the assimilation capacity of educators and their students. In this way, it is proposed to include Digital Games in the debate, based on their presence in the students\' daily life, through their market growth and playfulness, a characteristic that is present in all games and materialized in physical education classes. At this juncture, the studies that approach the necessary skills and / or competences necessary for individuals to deal with these platforms, here included the Digital Games, are still considered scarce, even more when it comes to the target audience of this research: Physical Education teachers. Using the \"Media and Information Literacy (MIL) curriculum for teacher\" suggested by UNESCO as reference, this thesis aimed to map the MIL of Physical Education teachers in their educational environments. With the adoption of multimethodological protocols such as questionnaires, interviews and the use of content analysis techniques to evaluate the results, it was concluded that, although Physical Education teachers in São Paulo do not use Digital Games in their classes, they considered the these games as means of communication and they recognize that rhe Digital Games are influential and that they have a comprehensive character in our daily life. In addition, it is proposed that the competences suggested by the UNESCO\'s \"MIL Curriculum for teachers\" should be used as an integrating alternative to the understanding of the MIL\'s concept to broaden perspectives and strategies while maintain their critical bias but also stimulate teachers to engage with the possibilities that Digital Platforms, Digital Games and other media can offer to teaching practices and training for fully civic participation in the contemporary society.

Philosophiae Doctor - PhD / This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate students' curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the students' abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program. / South Africa

Dombrovská, M. Informační vzdělávání v České republice (Information Education in the Czech Republic). Praha: Univerzita Karlova, Filozofická fakulta, Ústav informačních studií a knihovnictví, 2017. Disertační práce. Vedoucí disertační práce doc. PhDr. Rudolf Vlasák. Abstract This doctoral thesis investigates information science, public policy, and law, via established system theory, to uncover how information education, and particularly information literacy, can be better developed in the Czech Republic. The theoretical focus is on concepts of information literacy, information education, and information competencies. This is complemented with case studies, investigating existing policies through grounded theory. The novel contributions to knowledge arising from this research are: (1) a new three-wave staged model of the evolution of literacies; (2) a promising methodology for creating and implementing effective literacy policies respecting these three waves; (3) three specific proposals, grounded in constitutional rights and obligations, for overcoming the lack of political and public interest in further developing information literacy at a national level. Keywords: literacy, information literacy, information education, access to information, human rights, citizens' rights and duties

This study investigated the effectiveness of Library Information Literacy 1, on the academic performance of San Joaquin Delta College (Stockton, CA) students in their subsequent online courses. Four research questions compared successful completion of online courses by students who completed Library Information Literacy 1 and those who did not across gender, ethnicity, and number of online courses taken by students. Successful completion of Library Information Literacy 1 at San Joaquin Delta College does not appear to improve students' abilities to succeed in subsequent online courses. Success rates are almost the same for the experimental group and the randomly selected control group when comparing percentages. When controlling for gender, females who are successful in Library Information Literacy 1 do slightly better in subsequent online courses than females who do not take Library Information Literacy 1. However, males who are successful in completing Library Information Literacy 1 do worse in subsequent online courses than male students who did not take the course. When controlling for ethnicity, Caucasian students did just as well in online courses, regardless of whether they had passed Library Information Literacy 1. In addition, Black, Hispanic and Asian students had lower rates of success in online courses than Caucasians, with Black students having the lowest level of successful completion. For the two other ethnic groups, Hispanics and Asians, there are no real differences in successful completion of online courses when comparing students in the control group and experimental group. Curriculum revisions are offered as a way to improve online student learning outcomes for completers of Library Information Literacy 1. Community college administrators of instructional or student services might also use this information to encourage counselors in advising students who plan to take a large number of online courses to enroll in Library Information Literacy 1.

In today’s increasingly digital society, the rampant creation and spread of misinformation and disinformation poses a critical problem in our lives. As a society, we are suffering heightened panic facing Information Disorder (ID). This is especially true in the context of Indonesia, a highly Internet-penetrated country with low levels of literacy. A prominent solution to the problem at hand is to develop Media and Information Literacy skills (MIL). To gain in-depth understanding of the context and phenomenon at hand, three things need to be explored; conceptions of the problem, conceptions of the solution, and conceptions of possible issues with the solution. This study aims to explore conceptions and experiences of ID, MIL and discussions of possible issues with advancing MIL skills in Indonesia across a variety of stakeholders. This extensive insight will give an opportunity to reflect upon current efforts and help design sustainable and adept solutions. In order to undertake the aim of collecting and analyzing conceptions and experiences of a variety of stakeholders, a theoretical approach of phenomenography is taken using semi-structured qualitative interviews as a method of empirical data collection.  The varied conceptions and experiences of stakeholders paints a picture of how Indonesian society conceives ID, MIL skills and possible issues with the solution. A solution broadly encouraged by stakeholders is for all stakeholders to work together to create comprehensive, context-relevant, and sustainable solutions.

In an effort to improve retention and promote library services to new incoming students, the Sherrod Library staff at East Tennessee State University discussed different ideas and decided to expand the Lending Technology Program & Personal Librarian (PL) program to include First Generation and Transfer students. To help decrease library anxiety, students received by email a weekly newsletter of events and workshops happening in the library. These emails also personally reached out and regularly informed the students of information literacy skills such as navigating the library website, subject guides, tutoring center, and citation help. Additionally, the students received a short two-minute YouTube video bi-monthly that showed a different department in the library. The PL acts as a guide to help direct the students to the proper resources while presenting a friendly and approachable person for the students to interact with when asking for help.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education