Based on 13 interviews with Eritrean status holders and professionals in Amsterdam this article explores how paying attention to media skills and media literacies may help gain a better understanding of what matters in exchanges between professionals and legal refugees in the mandatory Dutch integration process. Media literacy needs to be decolonised in order to do so. Starting as an inquiry into how professionals and their clients have different ideas of what constitutes “inclusive communication,” analysis of the interviews provides insight into how there is a need to (a) renegotiate citizenship away from the equation of neoliberal values with good citizenship and recognising needs and ambitions outside a neoliberal framework, (b) rethink components of formal and informal communication, and (c) reconceptualise media literacies beyond Western‐oriented definitions. We propose that professionals and status holders need to understand how and when they (can) trust media and sources; how what we might call “open‐mindedness to the media literacy of others” is a dialogic performative skill that is linked to contexts of time and place. It requires self‐reflective approach to integration, and the identities of being a professional and an Eritrean stakeholder. Co‐designing such media literacy training will bring reflexivity rather than the more generic term “competence” within the heart of both media literacy and inclusive communication.
Europe’s aging population is leading to a growing number of people affected by chronic disease, which will continue over the coming decades. Healthcare systems are under pressure to deliver appropriate care, partly due to the burden imposed on their limited financial and human resources by the growing number of people with (multiple) chronic diseases. Therefore, there is a strong call for patient self-management to meet these patients’ healthcare needs. While many patients experience medication self-management as difficult, it poses additional challenges for people with limited health literacy. This thesis aims to explore the needs of patients with a chronic disease and limited health literacy regarding medication self-management and how support for medication self-management can be tailored to those needs.
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
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).
