Historical development of definitions of information literacy: A literature review of selected resources

Sample, Angela

doi:10.1016/j.acalib.2020.102116

Cited by 54 publications

(38 citation statements)

References 87 publications

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“…Publications linking the concepts of DC and IL have led to theoretical and practical discussions that have contributed to instructional designs. Literature reviews have been performed to examine the evolution of concepts that have been incorporated into IL (Sample, 2020); the use of the flipped classroom technique (Strelan; Osborn; Palkmer, 2020), the importance of digital skills training for teachers (Intef, 2017), case studies for training with the participation of library professionals (Campal-García, 2019), and contributions to information library management processing (Valenzuela-González, 2016). This work identifies the gap between theory and digital skills teaching practices and innovative pedagogical methods used for this purpose.…”

Section: Fundingmentioning

confidence: 99%

Training in digital competencies for health professionals: systematic mapping (2015-2019)

Fernández-Luque¹,

Montoya

Cordón-García

2021

EPI

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Digital competencies are one of the main transversal competencies of the XXI century. By means of systematic mapping, international published papers and research on digital skills training were critically evaluated, generating a process that helps us to recognize information about health professionals and the type of educational technology used in training. With this in mind, we employed the systematic mapping method using the WoS and Scopus databases between 2015 and 2019 in English and Spanish, specifically focused on research articles. The five competencies of the European Framework of Digital Competence were used to analyze the articles, and the works were classified according to the educational technology used. Inclusion, exclusion, and quality criteria were applied. Two hundred and forty-eight articles were selected for the study. Most focused on the information literacy dimension (168) and used digital educational technology. In total, 27 papers were concerned with competence in communication, 19 with safety, and 12 with problem-solving. Only 8% of the papers were conducted in the context of health institutions, and 68% were based in an academic context. Articles related to the social field were found that dealt with aspects directly linked to health and safety. The publications on digital competencies used in the field of health mostly addressed the dimension of information competence, with a focus on the design and implementation of training activities in the management of information sources, instructional standards, curriculum design, and the competencies of the health librarian as an instructor.

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Section: Fundingmentioning

confidence: 99%

Training in digital competencies for health professionals: systematic mapping (2015-2019)

Fernández-Luque¹,

Montoya

Cordón-García

2021

EPI

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“…Framing information seeking as a way to find sources that are only academic in nature inherently distances the activity in the classroom from students' lived experiences in gathering and contextualizing information. Presenting information in a linear and tightly controlled way devalues the sources students' value, sidelines lived experiences, and teaches them there is a right and wrong, when information is inherently ambiguous [24]. This is not to diminish the value of academic or peer-reviewed sources-the value they have is significant.…”

Section: Discussionmentioning

confidence: 99%

First Year Communications Classes: Applications of Critical Evaluation of Information in a Problem-Based Learning Framework

Mercer

Weaver

Lamont

et al. 2021

PCEEA

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Increasingly in an information-centric society, educational institutions must navigate ideological and pragmatic approaches to teaching how and where students find information used to make decisions. Engineering students’ information-seeking needs must also navigate a variety of competing sources of information—their professors, the library, their peers, family and friends, and industry professionals. Undergraduate engineering students are faced with learning both fundamental engineering concepts and soft skills such as information seeking and communication. One approach to teaching information seeking and communication could beProblem-Based Learning (PBL), which is a teaching method focused on having groups use open-ended realworld problems as a context for learning new concepts. This paper will provide a summary of the current scope of literature around PBL, implications for sustainability, andcontextualize it within the multidisciplinary context of library-focused interventions in first year communications courses.

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“…Des modèles tels que la translittératie (transliteracy) et la métalittératie (metaliteracy) entendent définir des socles de compétences qui dépassent le médium et préviennent l'approche instrumentale. De la même façon, on assiste à une expansion du cadre conceptuel de la littératie informationnelle (Sample, 2020). Ces évolutions ont trouvé une résonance dans plusieurs référentiels d'envergure.…”

Section: La Compétence Numérique En Recompositionunclassified

« Esprit (critique), es-tu là? » Enseigner aux compétences numériques et informationnelles, un enjeu sociétal

Michelot

2020

RITPU

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Historical development of definitions of information literacy: A literature review of selected resources

Cited by 54 publications

References 87 publications

Training in digital competencies for health professionals: systematic mapping (2015-2019)

Training in digital competencies for health professionals: systematic mapping (2015-2019)

First Year Communications Classes: Applications of Critical Evaluation of Information in a Problem-Based Learning Framework

« Esprit (critique), es-tu là? » Enseigner aux compétences numériques et informationnelles, un enjeu sociétal

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