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Media and Information Literacy

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Helen Davies

on 9 May 2013

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Transcript of Media and Information Literacy

Rubén Toledano O’Farrill Information literacy and knowledge management at work: conceptions of effective information use at NHS24 Annemaree Lloyd Aim of this presentation Discuss two pieces of literature:

One from the list of ‘readings for critique and analysis’

One self-sourced Lloyd Information literacy is "enacted as a situated, collective, and embodied practice";

Engages people with information and knowledge about "domains of action that are authorized by the discourses of the setting". Breivik (1985) Information literacy is not:

(Only) knowledge of resources;

Library dependent (as sole source);

Information finding (also understanding and evaluating). Helen Davies EDUC61712: Media and Information Literacy Image Credit: joci/Shutterstock Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends 2011; 60(2)2: 277-296 1 2 Journal of Documentation 2010; 66(5): 706-733 Alexandria Proclamation Reconceptualizing Information Literacy “Information literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.” (UNESCO, 2005) Context creates difference Information needs are not always identified or evaluated by the individual Information and knowledge are a collective possession Transferability of information literacy Lessons from the workplace "Information literacy manifests as a many layered practice—through sayings, doings, and relatings that occur when people engage with each other. Being information literate is a way of knowing and as an outcome of participation, knowing is informed by the sayings, doings, and relating specific to the environment." O’Farrill
Phenomenographic study of conceptions of effective information use of frontline staff at NHS24, which are discussed with respect to organizational characteristics of NHS Scotland and against the background of the two theoretical concepts: KM and IL. Results of study The importance of developing organisation-specific guidelines for information literacy development Learning and information use grounded in socio-constructive perspectives and a consideration of context as situated practice. IL frameworks and the workplace Concept of information literacy is scarcely found in the mainstream management literature Tasks and problems are complex and open-ended Tasks are context-specific People learn together Conclusions Who should assume the responsibility for teaching information literacy as applied to the workplace? Current IL frameworks cover some but not all needs Unstructured nature of learning in the workplace
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