It is in the educational system, from kindergarten and onwards that the foundation for information literacy and lifelong learning should be laid. We have built up our repute with many of the local international institute.
Recently, there has been a tendency especially in the public library sector to view almost all library activities, traditional or virtual as hosted under the information literacy umbrella; user education, library orientation, user-librarian negotiation, digital services etc.
We are also fully committed to our core values: If the concept of information literacy is taken to its fullest extent, the challenge of the public library is to get involved in the knowledge construction process of school children in collaboration with schoolteachers and school librarians.
There is plenty of research evidence that the information seeking behaviour of school children is lacking in many respects Limberg et al.
The ANZIIL Framework emphasises that the information literate person demonstrate social responsibility through a commitment to lifelong learning and community participation. It has Critical thinking activities kindergarten major part to play, if it decides not only to provide readymade answers and access to resources, but takes on an educational role being actively involved in the knowledge construction processes of its target groups in collaboration with Critical thinking activities kindergarten stakeholders.
The public library provides access to a large number of databases, and a shared IT platform between the library and the gymnasium has been developed Refleksive, Other joint projects between the public library and the primary and secondary educational system are in the pipeline.
This emphasis on the use of information and information seeking as integral with the learning process makes it clear why the majority of literature written on information literacy deal with the concept in relation to formal education.
The challenge for the public library is to consider how to provide intellectual access and actively support the construction of knowledge of its target groups. It is important to note that these definitions and descriptions of information literacy, and the attributes of an information literate person emphasise the use of information: The nine information literacy standards for student learning.
The public library is one type of library in a continuum of libraries concerned with information literacy and lifelong learning. Learning to be information literate could be seen as coming to experience using information in these ways, to expand various repertoires of relating to information, and to become conscious that information underpins wise decision-making.
From this viewpoint, the most pertinent role of the public library is a supporting one. On the other hand, many librarians perceive teaching information literacy in a narrow sense as synonymous with teaching information searching skills.
Information technology conception — using information technology for information retrieval and communication Information sources conception — finding information Information process conception — executing a process Information control conception — controlling information Knowledge construction conception — building up a personal knowledge base in a new area of interest Knowledge extension conception — working with knowledge and personal perspectives adopted in such a way that novel insights are gained Wisdom conception — using information wisely for the benefit of others.
These findings illustrate that reality is very far from the ideal picture of the information literate student. In USA, the American Association of School Libraries has formulated The nine information literacy standards for student learning AASL, focusing on efficient and effective access to information, critical and competent evaluation of information, accurate and creative use of information, independent learning and social responsibility.
Australian and New Zealand information literacy framework: As a phenomenon, information literacy includes the full range of experience, and students need to be enabled to experience information literacy in these ways.
Retrieving useful information is a prerequisite for informed reasoning, it is not mission completed. Each year that has past, our reputation grew as well as our standard to our community. It might be useful to take a look at the various attempts to define and describe information literacy in order to reach common ground.
The standards are supplied with learning outcomes and examples that consist of the characteristics, attributes, processes, knowledge, skills, attitudes, beliefs and aspirations associated with the information literate person. The most recent national standard or framework is The Australian and New Zealand information literacy framework To support these objectives, the public library has an important role to play in creating a learning environment for adult learning in all its forms, formal as well as informal; this environment may take the shape of learning centre facilities, support by study librarians and career advisors, access to study materials, and courses provided in cooperation with other stakeholders in adult learning.
Perhaps the concept is being trivialised and watered down by these uses of the term? In her book Seven faces of information literacy Christine Bruce identifies seven categories of IL as experienced by Australian educators in two universities: In essence, the information literate person is a person who has learned how to learn.
What matters most is not the words in a website, but the intuitive feel that parents, and their children, can experience by visiting us. We accept children from 18 months to 5 years old for the Kindergarten while our Educational Center offers a wide range of courses which include Science, Computer Coding, Art, Yoga, Pilates, Hip-Hop, Football, Ballet, and basketball for children above 3 years old.
Some librarians fall into the fallacy that once information has been gathered, the rest of the assignment almost writes itself; it is not so. Evidence shows that strong, positive relationships help to develop a powerful community of learning that allows students of all ages and backgrounds to successfully achieve to their highest potential.
It is based on four overarching principles: Development of competencies was a buzzword in those days, and the term was immediately accepted by the library world as an appropriate term that covered a broad concept of user education and library instruction emphasising student learning and the pedagogical role of the librarian.
These are, that information literate people engage in independent learning through constructing new meaning, understanding and knowledge derive satisfaction and personal fulfilment from using information wisely individually and collectively search for and use information for decision- making and problem-solving in order to address personal, professional and societal issues demonstrate social responsibility through a commitment to lifelong learning and community participation.
A Process approach to Library and Information Services. Therefore, it is important we know your child and your child feels known and cared for.What's more fun for young children than acting like grown-ups?
Teaching kindergarten students about community helpers is an important unit, and one. Why our Preschool Products Are Different. Our products are fun and engaging, but unlike many products on the market, our products develop academic skills and critical thinking to help your child succeed in school and life.
81 Fresh & Fun Critical-Thinking Activities Engaging Activities and Reproducibles to Develop Kids’ Higher-Level Thinking Skills by Laurie Rozakis. ‘Informationskompetence’, – the Danish term for information literacy was introduced in Denmark in by American-born Elisabeth Arkin, former Head of Library Services at Aalborg University Library, at a conference on the marketing and evaluation of.
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