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quinta-feira, 14 de maio de 2015

Depois da Escola

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Project Information Literacy’s Research Summary Lifelong Learning Study Phase Two: Trends from the Online Survey (2015)
Abstract: A trends report with preliminary findings from the lifelong learning survey Project Information Literacy administered to recent college graduates from 10 US colleges and universities during October 2014 through December 2014. Survey data was collected from college graduates (n=1,651) about their lifelong learning needs and information practices for their personal development, engagement in local communities, and for staying employable and competitive in the workplace. majority of grads had a diffuse set of complex learning needs, which often overlapped. Grads relied on a mixed variety of information sources in their lives for staying informed, including search engines, books, blogs, social networks, co-workers, and friends. About half of the respondents credited college with helping them develop their competencies for extracting the information needed and evaluating the credibility of content. The survey results are revealing about the information competencies a majority of students may develop and master during their college years. Still, lifelong learning was not necessarily easier for grads: Many "strongly agreed" with the statement that finding time as well as locating affordable sources for learning after college was challenging.
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sábado, 2 de maio de 2015

Developing a new approach to information literacy learning design | McNicol | Journal of Information Literacy



The resulting model, InFlow, has been designed to encourage students to engage with information in a variety of ways as they map, explore, ask, make, reflect, imagine, show and collaborate. The rationale behind the development of this model raises fundamental questions about current teaching practices in relation to IL, such as the need to encourage collaborative working; the role of students as producers of information as well as consumers; and the privileging of particular types of information sources and outputs. This article describes the process by which this model was developed, based on approaches used in iTEC, and explains how it responds to criticisms of existing models. A short case study of the use of InFlow in a UK university library demonstrates how the model can work in practice to create IL programmes for students of the 21st century. (...)
The
findings of the iTEC project in relation to IL are, therefore,
supported by the wider literature; both suggest that existing IL
models do not adequately support emerging 21st century pedagogies.
However, a series of Learning Activities devised in the fourth iTEC
cycle (2013) appeared to offer a potential way to structure an IL
learning design model which could respond to the issues described
above. These learning activities were:

Dream’:
Introducing, understanding and questioning a design brief;

Explore’:
Collecting information in relation to the design brief;

Map’:
Creating a mind-map to understand relations between the collected
information;

Reflect’:
Recording audio-visual reflections and feedback;

Make’:
Creating a design;
Ask’:
Performing workshops with people who may represent future users of
the design;
Show’:
Publishing and presenting designs to an audience;
Collaborate’:
Form ad-hoc collaborations with learners from other schools.
To
support teachers in the implementation of these Learning Activities,
the iTEC team prepared detailed descriptions for each activity, which
included a descriptive narrative, suggested classroom activities,
ideas for using technology, and potential teacher and student
outcomes.
Developing a new approach to information literacy learning design
Sarah McNicol, Emily Shields2014, Vol. 8, No. 2, pp. 23-35
Developing a new approach to information literacy learning design | McNicol | Journal of Information Literacy

quinta-feira, 23 de abril de 2015

2014/2015: Plano de formação - Bibliotecas - Centro de Formação Maria Borges de Medeiros






Protocolo existente desde 2014 entre este Centro de Formação de Lisboa e a Laredo Associação Cultural. Formação auto-financiada, custos sempre inferiores a 99 euros por oferta (25, 30 ou 50 horas). Formadora: Maria José Vitorino


2014/2015: Plano de formação - Bibliotecas - Centro de Formação Maria Borges de Medeiros

terça-feira, 21 de abril de 2015

Sociedade que escreve bem funciona bem


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Librarians Lead the Way in EdTech | Tech Learning



When faced with the next technology initiative, school leaders need to not only consider the cost of the program, they should ask their librarians to help them determine the effectiveness and the long-term value of the investment. They also need to have librarians onboard to help spread the word about why any new initiative is vital to increasing student achievement. As Kim Hopper, a school media specialist at John Jay High School in New York says, “[Librarians] need to be more involved in their districts’ advisory committees or selecting process.” Rebecca André, an educational technology director at Temple Beth Am Day School in Miami, Florida, points out “their unique perspective is highly valuable for planning and implementing initiatives. We accomplish much MORE with our librarians!”
Librarians Lead the Way in EdTech | Tech Learning