Information literacy in the Visegrad group countries: Literature and initiatives

Koltay, Tibor; Krakowska, Monika; Landová, Hana; Prókai, Margit

doi:10.3233/efi-2010-0886

Cited by 10 publications

(3 citation statements)

References 6 publications

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“…In this paper the main research goal has been formulated as follows The research questions that were asked drew the attention of the researchers to the specifics of the process of implementing the multi-aspect new information technologies to the educational process in Poland and Czech Republic. The comparative expression determined in such a way was considered substantially appropriate due to the fact that both countries are similar not only geographically and culturally but also due tothe level and pace of information society development (Koltay et al 2011).…”

Section: Methodological Notementioning

confidence: 99%

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

et al. 2015

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The paper presents the complex problems of preparation of pedagogy students to work as teachers in the context of their readiness to use ICT in the didactic process. The complexity of this subject matter has been proved by the current, ongoing, discussion about the direction of the expected transformations of contemporary schools and the prospective teachers education system in the age of prevalent digitization. Considering the complexity of conditions, the main research problem has been formulated as follows: Conditions of what type affect the preparation of prospective teachers Educ Inf Technol (2017) to use new media in learning and teaching process?. Thus, the empirical analysis conducted in the paper focuses on the following issues: the style of using new media by students, identification of students' attitudes towards media, subjective (from the students' point of view) assessment of how university level schools are prepared to shape modern media competences among their students and self-evaluation of media and IT competences in the group of prospective teachers. Czech and Polish students, despite being the so called digital natives, do not present homogeneous styles of using new media. They also reveal different attitudes toward applying digital solutions to the didactic process. Factors such as: low evaluation of one's own competences or lack of evaluation in this area, lack of creative approach to the use of new media, lack of education in the area of new applications, lack of skills necessary to handle basic digital tools (e.g. interactive board, e-learning platforms) negatively affect, in most cases, the attitude toward the active use of ICT tools in future didactic work. On the basis of the gathered empirical data and inductive qualitative analysis a typology of students attitudes toward new media was developed. It consists of four categories: technooptimist, techno-realist, techno-pessimist and techno-ignorant. The whole of analyses has the character of comparative research and involves two neighboring countries of the Visegrad Group: Poland (N = 466) and Czech Republic (N = 168).

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Section: Methodological Notementioning

confidence: 99%

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

et al. 2015

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“…Content of lessons was studied in public libraries (Nejezchlebová, 2012) and university libraries (Landová & Civínová, 2010) by questionnaires, which did not cover organization and using of information technologies in lessons and such aspects of information literacy as the credibility of sources. Some similarities, as well as differences on a deeper level were described in 2010 (Koltay, Krakowska, Landová & Prókai, 2010), the question remains if the results among nearby countries in the Visegrad Four are portable or not.…”

Section: Research Backgroundmentioning

confidence: 95%

How Is Information Literacy Related to Social Competences in the Workplace?

Collard

Smedt

Fastrez

et al. 2016

Information Literacy: Key to an Inclusive Society

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The F our t h Eur ope a n Conf e r e nc e on I nf or ma t i on L i t e r a c y ( ECI L ) Pr a g ue , Cz e c h Re p ub l i c 10-13 Oc t o b e r 2016 4 t h E u r o p e a n C o n f e r e n c e o n I n f o r ma t i o n L i t e r a c y ( ECI L ) P r a g u e , C z e c h R e p . 1 0 -1 3 Oc t . 2 0 1 6 Abs t r a c t s Ab s t r a c t s E d i t o r s : S. Šp i r a ne c , S. Kur b a no ğ l u, H. L a nd o v á , E . Gr a s s i a n, D. Mi z r a c hi , L . -informační společnost informační chování informační gramotnost informační výchova sborníky konferencí -information society -information behavior -information literacy -information education -proceedings of conferences 02 -Knihovnictví. Informatika [12] 020 -Library and information sciences [12]

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“…Students should familiar with using search engine in acquiring information for information literacy activities for continues learning in education environment and the process (Wilkes and Gurney, 2009;Johnston, 2010;Koltay et al, 2010;Ladbrook and Prober, 2011;Salisbury and Karasmanis, 2011). Many researchers believe that only certain students have the skills and knowledge to produce useful information and can only be done by a student with the ability, ability and skill in managing information (Rowlands et al, 2008;Bennett et al, 2008;Cunningham, 2010;Hargittai, 2010).…”

Section: Roles Of Ilmentioning

confidence: 99%

The Importance of Information Literacy to Support Lifelong Learning in Convergence Era

Salim¹,

Mahmood²,

Ahmad³

2018

IJARPED

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In this information technology world today, information plays a prominent role every one relies on it. Information come from paper, sound, visual, images-based material and also it may be in the form of oral, written or image. This paper describes a meaning of Information Literacy (IL) and Lifelong Learning (LL). It also emphasis on relationship between IL and LL in convergence era. In education, it is supported as the backbone to every happening. In the age of LL, IL is an important skill to move ahead across the globe, flooded with information in an unprecedented way. The information literate, has an ability to take informed decisions or solve their problems and know how to learn. IL is an enabler to touch all the dimensions of learning and it is the key to success of anyone's life in the information society. This paper describes the relation between IL in support LL among society. Information skills are needed for creating information literate culture. IL is a continuously learning process from early age until older. Information Professionals (IP) are responsible to encourage community in implementation of IL. Because it can help the expansion of knowledge and creation of new knowledge, whether it is for educational or personal reasons.

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Information literacy in the Visegrad group countries: Literature and initiatives

Cited by 10 publications

References 6 publications

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

How Is Information Literacy Related to Social Competences in the Workplace?

The Importance of Information Literacy to Support Lifelong Learning in Convergence Era

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