It is argued that full social accessibility has become too complicated. We don't really need to apply lifelong literacy to low-literate people. Instead, we must curb the proliferation of increasingly complex systems with double (or even triple) authorization and lots of jargon. I therefore think that 18% low literacy is simply too little, only when 50% of the people belong to the low-literate group we may finally throw these systems aside. Where is sustainable living in human connection? If this is supposedly illiteracy, and our systems are so complex, it seems rather to indicate that we have drastically misplaced our priorities for people and their usefulness.
MULTIFILE
Although most authors on Information Literacy do not really differ in their definitions of the information literacy concept, phenomenographic research makes clear that in the context of education at least two different conceptions can be distinguished: an “Information Problem Solving” conception and a “Personal Knowledge Base” conception [1]. The conception of “Information Problem Solving” has been elaborated on in various models by many researchers but the operationalization of the “Personal Knowledge Base conception” has, until now, been ignored in LIS research. Based on educational literature a model for the content of a “Personal Knowledge Base” will be proposed. Two kinds of internalized knowledge are distinguished: the body of knowledge of the discipline and metacognitive knowledge. Both of these elements display sub content. This conception of information literacy as a “Personal Knowledge Base” is consistent with the idea that “learning to learn” is one of the main goals of Higher Education. Copyright / opmerkingen: De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-14136-7_4
Craft your own audience: How can a technology-driven company use online gaming communities, like Minecraft, to reach and engage a young audience? This project creates a context in which reality is simulated, by having students work together for a real client in an international context. In this project we explore innovative ways in which Samsung can engage younger audiences through Minecraft, the world's best-selling game with almost 140 million monthly players (2023). This project is focused on on educating, researching and developing playable prototypes within Minecraft that demonstrate how online gaming communities can be used to connect technology companies with a new generation of users. Societal issueInclusion of different ages around technology literacy and education (21st century skills).Benefit to societyGlobal inclusive community around education and R&D, higher cultural awareness.Collaborative partnersManchester Metropolitan University; Samsung Benelux.
CRYPTOPOLIS is a project supported by EU which focuses on the financial management knowledge of teachers and the emerging field of risk management and risk analysis of cryptocurrencies. Cryptocurrency has shown to be a vital and rapidly growing component in today’s digital economy therefore there is a need to include not just financial but also crypto literacy into the schools. Beside multiple investors and traders the market is attracting an increasing number of young individuals, viewing it as an easy way to make money. A large pool of teenagers and young adults want to hop on this train, but a lack of cryptocurrency literacy, as well as financial literacy in general amongst youth, together with their inexperience with investing makes them even more vulnerable to an already high-risk investment.Therefore, we aim to increase the capacity and readiness of secondary schools and higher educational institutions to manage an effective shift towards digital education in the field of crypto and financial literacy. The project will develop the purposeful use of digital technologies in financial and crypto education for teaching, learning, assessment and engagement.
Dit project richt zich op het vergroten van de zichtbaarheid, kwaliteit en het gebruik van bestaande Data Literacy activiteiten bij de deelnemende universiteiten van het project.Doel De projectpartners werken samen om infrastructuren te ontwikkelen tussen afdelingen, instellingen en externe partners met als doel om de opbouw van een datageletterdheid gemeenschap voor het overbrengen van datageletterdheid competenties te stimuleren. Daarmee draagt het project bij aan: een culturele verandering bij de deelnemende instellingen met betrekking tot studenten en docenten. attitudes ten opzichte van datageletterdheid en openheid in staat stellen van docenten en studenten om op maat gemaakte procedures te ontwikkelen om succesvol om te gaan met data in hun specifieke domein het vergroten van de datacompetenties van docenten en studenten en daarmee hun academische succes te vergroten en hen te kwalificeren voor een succesvolle carrière door zich aan te passen aan de groeiende behoefte aan datageletterdheid in de steeds meer datagedreven banenmarkten. Resultaten De volgende outputs zijn geformuleerd: Datageletterdheidskaart Train-the-Trainer-concept Datageletterdheid leeromgeving Meet- en beoordelingsinstrument voor datageletterdheid Pilot voor lokale implementatie van internationale Data Literacy-standaard. Looptijd 01 september 2019 - 31 augustus 2022 Aanpak Er worden transnationele meetings georganiseerd, summerschools en multiplier events. Lees meer over het project Artikel Summerschool Data Literacy in Context
