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Källkritik och informationskompetens
Här kommer ni att hitta fortbildningsresurser som kan komma till nytta i undervisningen. Lärresurserna handlar huvudsakligen om källkritik, Internet, informationssökning, CC och nätsäkerhet.
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Information Literacy - Home

Information Literacy - Home | Källkritik och informationskompetens | Scoop.it

Seven modules from the University of Idaho.


Via Dennis T OConnor
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“Library Skills” = Information Literacy Skills = Common Core Skills

“Library Skills” = Information Literacy Skills = Common Core Skills | Källkritik och informationskompetens | Scoop.it
RT @sljournal: “Library Skills” = Information Literacy Skills = Common Core Skills — Make Some Noise!

Via Darren Burris, Lourense Das
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The Irish Library - Volume 21, Issue 1

An Leabharlann: The Irish Library is published by The Library Association of Ireland and The Chartered Institute of Library and Information Professionals (Ireland).

ISSN: 0023-9542.


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TRAILS: Tool for Real-time Assessment of Information Literacy Skills

TRAILS: Tool for Real-time Assessment of Information Literacy Skills | Källkritik och informationskompetens | Scoop.it

TRAILS is a knowledge assessment with multiple-choice questions targeting a variety of information literacy skills based on 3rd, 6th, 9th, and 12th grade standards. This Web-based system was developed to provide an easily accessible and flexible tool for school librarians and teachers to identify strengths and weaknesses in the information-seeking skills of their students. There is no charge for using TRAILS.


Via Lourense Das
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Literacy Now: Resolving the Tension between Basic Literacy and Information Literacy

Literacy Now: Resolving the Tension between Basic Literacy and Information Literacy | Källkritik och informationskompetens | Scoop.it

On average, Americans read at an 8th grade level.


Via Karen Bonanno
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Is There a Difference Between Critical Thinking and Information Literacy? | Weiner | Journal of Information Literacy

Is There a Difference Between Critical Thinking and Information Literacy? | Weiner | Journal of Information Literacy | Källkritik och informationskompetens | Scoop.it

By John M Weiner

 

This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. The two phrases are shown in brackets to indicate that the two words involved in each idea are not arbitrarily combined but have been coupled by authors to represent a single entity or a focus for development of concepts describing the characteristics involved. By exploring terms related to this couplet from the same sentence, the meaning of each of the central ideas can be expanded. The education, library science, and health science literature were used in this study, which analysed 8745 articles dealing with [critical thinking] and 8201 reports dealing with [information literacy] included in either ERIC or PubMed from 2000-2009.

 

The findings showed that combinations of terms (i.e. ideas) such as [information & literacy & related term] or [critical & thinking & related term], when organised based on Bloom’s Taxonomy of Learning (Bloom 1956), clarified the similarities and differences between the two central ideas. [Information literacy] was involved in all of the cognitive functions suggested by Bloom. This finding is consistent with the definitions of [information literacy] that relate it to lifelong learning and effective decision-making. In addition, the ideas describing [information literacy] were consistent with actions and perceptions that were more public and standardised than those associated with [critical thinking].

 

This suggests that [information literacy] and its associated procedures could significantly augment current instruction in [critical thinking] and indeed, the possibility has been explored by some authors in the current literature. A merging of the two ideas would involve [information literacy] providing tools and techniques in the processing and utilisation of knowledge and [critical thinking] supplying the particulars and interpretations associated with a specific discipline. This type of integration could lead to instructional programs similar in concept and application to those in research methodology where methods from statistics are integrated with the techniques and skills associated with a specific discipline. The development of a curriculum of this type would change functions and perceptions from private, individualised mentation, now associated with [critical thinking], to a more easily learned and practiced process suitable across the breadth of disciplines.

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Transforming Information Literacy for Today’s K-12 Learners Through...

Transforming Information Literacy (Lots we need to digest and embrace in @buffyjhamilton presentation http://t.co/OvLVf5K6...)...

Via Joyce Valenza, Dennis T OConnor, Lourense Das
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A study of the information search behaviour of the millennial generation

A study of the information search behaviour of the millennial generation | Källkritik och informationskompetens | Scoop.it

Members of the millennial generation (born after 1982) have come of age in a society infused with technology and information. It is unclear how they determine the validity of information gathered, or whether or not validity is even a concern. Previous information search models based on mediated searches with different age groups may not adequately describe the search behaviours of ....


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Plagiarism Game - Lycoming College

Plagiarism Game - Lycoming College | Källkritik och informationskompetens | Scoop.it

Interesting game which tests your knowledge of plagiarism. Done very simple but being right on the spot of the problem. This is a link to the game, but if you go one step back than prior to the game you have some nice tutorials.


Via Mihaela Banek Zorica, Lourense Das
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WORLDWIDE MULTI-LINGUAL INFORMATION LITERACY RESOURCES

WORLDWIDE MULTI-LINGUAL INFORMATION LITERACY RESOURCES | Källkritik och informationskompetens | Scoop.it

WORLDWIDE MULTI-LINGUAL INFORMATION LITERACY RESOURCES

 

Message distributed with permission of Dr. Forest Woody Horton, Jr.

 

We are very grateful to Professor Albert K. Boekhorst for permission to use his beautiful variation of the official international Information Literacy logo, above, which
was originally designed by the young Cuban artist Edgar Luy Perez, who won a contest sponsored by IFLA and chaired by a panel of judges organized by Jesus Lau of Mexico. As of mid April 2012, the term “Information Literacy” has been translated into about 50 different languages, and hopefully we can add more languages as additional translations of the term become available. Because the term “Information Literacy” is still evolving, there is not yet a single, standard definition or term that is used by all of the countries in the world which speak the same or a very similar language, such as
Spanish or French. For example, in the case of Spanish, different terms are preferred by different Spanish speaking countries, as, for example, Mexico, Puerto Rico, Spain, and the remainder. And in the case of French, different terms are preferred by French speaking countries such as Haiti, Canada, Francophone West African countries, and France, Belgium, Luxembourg and others in Europe. Not to mention disagreements among the experts as to what term is preferable. Nor to mention dialect differences. Therefore, Professor Boekhorst will periodically revisit the terms employed if and when a single, standard term emerges for a given language. So, viewers may well see terms in the logo which are similar, but not precisely identical terms, for the same language.

If you do not see your language as part of the above logo, or you wish to suggest a more current, standard term, please contact Prof. Boekhorst at albertkb@gmail.com. Also, you can download the latest logo version, as well as a cross-reference table called “terms overview” explaining which language each term represents, at http://www.ifla.org/en/information-literacy/projects.


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Literacy Now: Resolving the Tension between Basic Literacy and Information Literacy

Literacy Now: Resolving the Tension between Basic Literacy and Information Literacy | Källkritik och informationskompetens | Scoop.it

"The National Council of Teachers of English (NCTE) provides a definition of 21st Century Literacies specific to this challenge. They write, “Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable.” The NCTE website suggests that necessary contemporary skills include the ability to

- Develop proficiency with the tools of technology

- Build relationships with others to pose and solve problems collaboratively and cross-culturally

- Design and share information for global communities to meet a variety of purposes

- Manage, analyze and synthesize multiple streams of simultaneous information

- Create, critique, analyze, and evaluate multi-media texts

- Attend to the ethical responsibilities required by these complex environments"

 

Interesting reading, I warmly recommend!


Via Karen Bonanno, Lourense Das, Anu Ojaranta
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Media and Information Literacy Recommendations | IFLA

Media and Information Literacy Recommendations | IFLA | Källkritik och informationskompetens | Scoop.it
On request of UNESCO/IFAP the IFLA Information Literacy Section has formulated 'Media and Information Literacy Recomm…http://t.co/7TTzHpPU...

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