The objective of this paper is a reflective discussion on the validity of the construct Information Literacy in the perspective of changing information and communication technologies. The research question that will be answered is: what is the impact of technological developments on the relevance of the Information Literacy concept? Technological developments that will be discussed are: - content integration (federated search engines) - amateur publishing (user generated content) - use of social networks to find information - personalisation and push technology - loss of context / fragmentation of information. Research methods: desk research and critical analysis of the results that were found. The analysis of the influence of the discussed technologies on the Information Literacy concept is represented by arrow diagrams. Findings: The Information Literacy concept refers to a set of sub skills varying from retrieval skills to critical use of scholar information. Changing technologies reduce the significance of the more instrumental sub skills of the Information Literacy concept. On the other hand, higher order cognitive skills (for instance critical evaluation of resources and analysis of content) become more and more important for students and professionals who try to solve their information problems. The paper concludes with a description of the facets of the Information Literacy concept that need extra attention in the education of the knowledge workers of the future. [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://www.springerlink.com/content/n32j3um878720h40/abstract/]
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The aim of this research was to gain evidence based arguments for the use of the scoring rubric for performance assessment of information literacy [1] in Dutch Universities of Applied Sciences. Faculty members from four different departments of The Hague University were interviewed on the ways in which they use the scoring rubric and their arguments for it. A fifth lecturer answered the main question by email. The topic list, which has been used as a guide for the interviews, was based on subject analysis of scholar literature on rubric use. Four of the five respondents used (parts of) the rubric for the measurement of students’ performances in information use but none of them used the rubric as it is. What the faculty staff told the researcher is that the rubric helped them to improve the grading criteria for existing assignments. Only one respondent used the rubric itself, but this lecturer extended it with some new criteria on writing skills. It was also discovered that the rubric is not only used for grading but also for the development of new learning content on research skills. [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/10.1007/978-3-319-03919-0_58]
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The purpose of this literature study was to obtain an overview of previous civic literacy projects and their characteristics as primarily described in educational science literature. Eighteen academic articles on civic literacy projects in higher education were studied in detail and coded using the qualitative data analysis instrument, Atlas.ti. The codes and quotations compiled were then divided in various categories and represented in a two-axis model. The definitions of ‘civic literacy’ found in the literature varied from an interest in social issues and a critical attitude to a more activist attitude (axis number 1). The analysis of the literature showed that, especially in more recent years, more students than citizens have benefited from civic literacy projects in higher education (axis number 2). The visualization of the findings in the two-axis model helps to place civic literacy projects in a broader frame. The final authenticated version is available online at https://doi.org/10.1007/978-3-030-13472-3_9
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IGNITION (European Digital Literacy Coalition for Inclusion, Collaboration and Inclusion in Higher Education) is an Erasmus funded Cooperation Partnership and its main goal is to enhance digital literacy and inclusion for teachers, faculty staff, students and life-long learners in external organizations that partners collaborate with. IGNITION aims to increase awareness of and competence development in digital literacy of all people involved in digital transformation of higher education institutions through the project’s outcomes: A Common Digital Agenda that gives direction to our activitiesan Online Self-assessment tool to learn from and with each other; the Digital Challenge Innovation Learning Lab (DChiLL),the transnational Community of Practice for Digital Literacy and Inclusion (CoP), and the Toolkit for engaging with external stakeholders through digital mediaPartners are Hanze University of Applied Sciences (The Netherlands), South East Technological University (Ireland), Hochschule Bremen (Germany), Polytechnic Institute of Braganza (Portugal).
