Website originally designed to help graduate Teaching Assistants incorporate information literacy instruction into their curricula and assignments. Includes detailed exercises, as well as slide shows, handouts, syllabi for credit information literacy courses, both for Teaching Assistants and for librarians. All materials freely available for viewing and downloading, under a Creative Commons license: Attribution-NonCommercial-ShareAlike.
La Alfabetización Informacional promueve un compromiso con el aprendizaje a lo largo de la vida,es un paradigma formativo que en el área de la bibliotecología propone la función educativa como uno de los ejes vertebrales de su gestión" (B.F. Morales)
The overall aim of this workshop is to familiarize the participants with IL standards, educational models and the educational role of library. The main aim of the workshop is to create the IL courses for academic libraries users: on different levels of studies (Bachelor, Master, Doctoral) and from different disciplines.
72142 Information Access is web-based course that will teach first year undergraduate students the basics of information literacy. It will help them understand what information literacy is, teach them the basic skills they need to become information literate and ask them to demonstrate those skills. Information Access will help students increase their experiences and knowledge in a conscious and planned way so they can access accurate information that is relevant to their specific needs. The course is based around the six Australian and New Zealand Institute for Information Literacy (ANZIIL) standards. Students will learn how to identify and clarify an information need; how to use a range of information sources, repositories and search techniques; how to evaluate the information they find as well as the cultural and ethical implications and issues surrounding their use of information resources. The important thing about this course is the PROCESS - that is, putting into practice the information literacy skills students are learning and demonstrating these in their assignments.
Ante el enorme flujo de información que vive actualmente la sociedad y las organizaciones, se hace cada vez más necesario tener los conocimientos y herramientas informáticas que permitan una organización, recuperación y almacenamiento más eficiente de la información, sea en espacios finitos como las Intranet y portales de conocimiento organizacionales. Los bibliotecólogos son uno de profesionales llamados a aportar para que dicha organización, recuperación y almacenamiento sea lo más eficaz y rápida posible, por ello la imperiosa necesidad de formación en esta área.
Parte 1 del podcast titulado Programa de Desarrollo de Competencias en el Uso de la Información recoge en estilo reportaje la experiencia en Alfabetización Informacional de la que he sido parte al trabajar en la Biblioteca Pedro Grases de la Universidad Metropolitana de Venezuela.
Parte 2 del podcast titulado Programa de Desarrollo de Competencias en el Uso de la Información recoge en estilo reportaje la experiencia en Alfabetización Informacional de la que he sido parte al trabajar en la Biblioteca Pedro Grases de la Universidad Metropolitana de Venezuela.
Parte 3 del podcast titulado Programa de Desarrollo de Competencias en el Uso de la Información recoge en estilo reportaje la experiencia en Alfabetización Informacional de la que he sido parte al trabajar en la Biblioteca Pedro Grases de la Universidad Metropolitana de Venezuela
Modelo Educativo: debe ser constructivista, por supuesto, además creo que uno debe pensar siempre en un modelo educativo mixto, que comprenda: Actividades presenciales en las aulas con instructores sobre el uso de recursos de información. Tutoriales virtuales o recursos digitales con autoevaluaciones que para indicar el avance en el aprendizaje de los estudiantes Destinatarios: toda la comunidad universitaria, porque la información tiene que ver con la alfabetización de inclusión, no exclusión, cada persona en una institución educativa obtener beneficios de un Programa de Alfabetización de Información, y al mismo tiempo la organización se enriquece con esta información alfabetizadas comunidad. Estudiantes: - Contribuciones: nos ayudan a mejorar el Programa de ALFIN después de haberlo aplicado a los primeros grupos, y cada grupo de estudiantes que lo cursen también nos ayudarán en esto, al llenar las encuestas o indirectamente si utilizamos otros sistemas de medición para evaluar y mejorar el Programa, la evaluación-mejora debe ser un proceso continuo. – Resistencia: lo pueden encontrar aburrido, ya que es OTRA clase más, y también por verla muy relacionada con los bibliotecarios, parece que siempre tendremos el “problema del estereotipo” Profesores: - Contribuciones: debemos verlos como buenos aliados si sabemos conquistarlos, pueden ayudarnos a identificar brechas entre el Programa y el contenido de sus cursos. - Resistencia: pueden no poseer las habilidades informativas o digitales apropiadas, pueden no reconocer la importancia de la alfabetización informacional, y creer que no tienen tiempo para este tipo de actividad dentro de sus cursos; incluso, en el peor escenario, podrían ver esta iniciativa como una intrusión en sus cursos. También, si aceptan, nos arriesgamos a que nos pidan que durante el tiempo, reduzcamos o simplifiquemos los contenidos de nuestro Programa y al final estaríamos donde empezamos. Personal Administrativo: - Contribuciones: la alta gerencia proporciona los recursos para financiar y desarrollar el Programa, soporte técnico prestará apoyo técnico y tecnológico, personal de baja gerencia se sentirá “finalmente incluído” en un curso destinado a su desarrollo personal y profesional, y sus comentarios podrían motivarnos. - Resistencia: el departamento de soporte técnico podría no ser un gran soporte, otros miembros del personal pueden no poseer las habilidades informativas o digitales apropiadas, o no reconocer la importancia de la alfabetización informacional. Especialistas de la Información y/o bibliotecarios tradicionales: - Contribuciones: pueden contribuir con sus conocimientos tradicionales de las ciencias de la información, y además nos tendrían al tanto la actualización de los recursos disponibles en la biblioteca. - Resistencia: se pueden sentir amenazados por posibles cambios, o no poseer las habilidades digitales apropiadas. Medición de cumplimiento de objetivos: debemos tratar de utilizar todo a nuestra disposición para lograr una evaluación objetiva del Programa de ALFIN, tengamos en cuenta que la evaluación puede llevarnos siempre a la mejora. Encuestas Evaluaciones Pre y post módulos Autoevaluaciones al final de contenido digital o tutorial virtual Feedback de profesores y estudiantes Entrevistas Recopilar datos sobre el rendimiento de los estudiantes antes y después de la implementación del Programa de ALFIN.
Educative Model: it should be constructivist, of course, and I think one must think always about it as a bended learning IL program, because it comprises: Physical activities in classrooms with IL instructors on the use of information resources. Virtual tutorials or digital resources with self assessment tests which could indicate advance in learning from students Target groups: the Whole University Community, because Information Literacy is all about inclusion, not exclusion, every person on a educative institution get benefits from a Information Literacy Program, and at the same time the organization is enriched with this Information Literate community. Students: - Contributions: they help us to improve the IL Program after testing it on the first groups, and every group of students after coursing it also help us on this because fill on the surveys or indirectly because of other measurement systems we use to evaluate and then improve the Program, this evaluation-improvement must be a continous process. - Resistance: they could find it boring, as it is YET another lecture, AND too related with librarians, always the “stereotype problem” Teachers: - Contributions: good allies, help identify gaps, relate IL material to their course content. - Resistance: digital and/or information illiteracy, they could not recognize the importance of information literacy, and think there’s not time for this sort of activity in their courses, they could even see this initiative as an intrusion to their courses. Also, if they accept, we risk them to ask us to oversimplify it during time, so at the end we will be where we started. Other Staff: - Contributions: management will provide resources, technical staff will provide technical support, and some low-management staff will feel like “finally included” in a course intended for their development, and their feedback could be motivating force. - Resistance: technical support department could not be very supportive, other staff could be digital and/or information illiterate, or not recognize importance of information literacy. Information Specialists and/or traditional librarians: - Contributions: knowledge on traditional information literacy instruction, updating on the resources available on the library, helping to improve the IL Program. - Resistance: they could feel threatened by possible changes, or be digital illiterates. Measurement of fulfillment of goals: try to use everything at your disposal to achieve an objective evaluation of the IL Program, keep in mind that evaluation can lead you always towards improvement. Surveys Pre and post assessments Assessment tests at the end of each module for the digital content Teacher and student feedback Interviews Collect data about students performance before and after the implementation of the Program
Entrevista realizada el 14 de febrero 2008 para el Magazine Digital Bibliobytes, por la Profesora Rossana París (Universidad Metropolitana) a la Profesora Celia Camilli (Universidad Metropolitana, Universidad Central de Venezuela) y al Lic. Juan Daniel Machín (Bibliotecólogo egresado de la Universidad Central de Venezuela y Referencista en la Biblioteca Pedro Grases, Universidad Metropolitana).
Information overload? Irrelevant search results? Sounds familiar? This course aims to equip participants with the searching skills and techniques on how to use the Internet more efficiently to get quality websites. Using a hands-on approach, participants will learn how to formulate search strategies, evaluate websites and cite the websites used using appropriate citation styles.
This course is specially designed for teachers who wish to learn how to use the Internet as an effective research tool more effectively. Participants will be introduced to advanced search techniques to retrieve relevant websites efficiently. Participants will also learn to apply evaluation criteria to ascertain authoritativeness of information from websites. The importance of citing and acknowledging resources using appropriate techniques is also included to help participants avoid the dangers of plagiarism.
To equip teachers with the knowledge and skills in planning integrated learning experience for their students through Project Work. By the end of the course, teachers will receive a toolkit to assist them in guiding students during the information-gathering phase of Project Work.
Blogs make it easy for anyone to publish information on the web. But did you know that you could get into trouble with the law or cause upset amongst people around you for what you publish? This is something that some bloggers have come to realise. But don't worry, learn the 7 habits of responsible blogging and you will be able to stay on the right side of the law. Find out what the 7 habits are through this course.
With rising life expectancy, you will likely enjoy more years of retirement. While this is an exciting prospect for many, it is important to prepare for the challenges that may come with more retirementyears. A bit of planning today can ensure that you enjoy a productive and fulfilling retirement.
Job opportunities exist even in economic downturns. The better you know yourself and the job you want, the better and more efficient your job hunt can be. A systematic methodology ensures you are well-prepared and confident to take on and complete the job-seeking journey.
Google, Yahoo!, MSN, Ask - which search engines to use? Getting too many irrelevant webpages? Taking too long to find what you want from the Internet? If your answer is yes to any one of these questions, you will find this course useful. Learn the 'art' of advanced Internet searching and reap the benefits of this lifelong skill forever. This course teaches you tips and short-cuts of how to search the Internet more effectively by zooming in on your search strategy and the right search techniques. So whether you are a student, homemaker, businessman or working adult, this course is suitable for you.
This course is about using storytelling techniques to better engage your child when it comes to introducing them to early literacy skills, stroking their imagination or just extending their learning. The course is filled with short videos on storytelling techniques and even shares a collection of 100 plus storybook titles, all categorised for easy selection. You will also get a set of tools and checklist that you can download and use. This course is designed to bring out the storyteller in you!
Any loving parent would want to equip his or her child with a basic life skill – reading. Starting the reading habit early helps a child have a more imaginative mind, better memory and greater confidence in society. This course will introduce you to the systematic reading process and storybook titles you need to help your child progress through the reading levels and stages. You will also get a set of tools and checklists that you can download and use. This course is designed to bring out the excellent reader in your child!