Information Literacy: Progress, Trends and Challenges

$110.00

Luis Freeman (Editor)

Series: Education: Emerging Goals in the New Millennium
BISAC: EDU051000

Information Literacy: Progress, Trends and Challenges discusses trends in education and psychology which have an impact on information literacy. The authors provide a comprehensive review of these trends and of the expectations thereof with regard to the relationship between “education, learning and higher education; information behavior, emotions, perception and cognition, in a social and individual context; and finally technologies, virtual environments and digital information that impact libraries and their services.” Afterwards, the integration of open science concepts in information literacy are examined, suggesting that information literacy is a necessary learning tool. Open science allows for a collaborative, transparent process of creation and dissemination of knowledge based on open access principles. The conclusions drawn from the research project, “Development of the information literacy of university students as support for solving authentic science problems”, carried out by the authors from 2013 to 2016, is presented in the subsequent chapter. The overall findings suggest that digital natives were not necessarily information literate, and that information literacy should be systematically promoted through hands-on activities. This book aims to stress the importance of information literacy in elementary education, discuss the scope of learning content that should be implemented within the curriculum, and to describe how the critical attitudes of the conscious media user can be shaped from an early age. The authors describe information literacy purposes and relationships in organizations within the context of the selected theories, and how they theoretically and practically connect.

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Table of Contents

Preface

Chapter 1. Education and Psychology Trends: Impact on Information Literacy
(Tatiana Sanches, PhD, Carlos Lopes, PhD, and Maria da Luz Antunes, Institute of Education, Lisbon University, Lisbon, Portugal, and others)

Chapter 2. Open Science Challenges for Information Literacy
(Carlos Lopes, PhD, Maria da Luz Antunes, and Tatiana Sanches, PhD, ISPA – Instituto Universitário, Lisbon, Portugal, and others)

Chapter 3. Information Literacy in Higher Education: Effects of Study Courses, Teaching Methods, Scientific Literacy and the Use of Information and Communication Technologies
(Bojana Boh Podgornik, Danica Dolnièar, Tomaž Bartol and Andrej Šorgo, Faculty of Natural Sciences and Engineering, University of Ljubljana, Slovenia, and others)

Chapter 4. Information Literacy in the Perspective of Early School Education
(Irena Pulak, Institute of Educational Sciences, Jesuit University of Philosophy and Education, “Ignatianum”, Cracow, Poland)

Chapter 5. Information Literacy and Organizational Theory
(Emmett Lombard and Vishal Arghode, PhD, Erie, PA, USA)

Index

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