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- Aharony, Noa, et al.
(författare)
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Information Literacy in an Era of Information Uncertainty. Panel at ASIS&T Annual Meeting 2017, Oct 27-Nov 1. Washington DC : Conceptual Understandings of Information Literacy
- 2017
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Ingår i: Proceedings of the Association of Information Science and Technology. - : Wiley. - 2373-9231. ; , s. 528-531
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Konferensbidrag (refereegranskat)abstract
- Recently, in the election that took place in the United States, we have heard a lot about "fake news" and their influence. The discourse of “fake news” and “alternative facts” points to the importance of information literacy. The objective of the panel is to bring together experts from different countries to discuss how they perceive the future of information literacy (IL). The question that arises is will IL be the sole focus of librarians, information professionals, and educators, or will it be regarded as a lifelong learning skill that affects different aspects of our everyday life such as health, workplace, and even culture? The session will begin with a short overview of the recent literature on this issue, followed by the panellists’ findings and examples of research projects, as well as their insights about new approaches in the area of IL. The panel will conclude with an engaging discussion with the audience to identify future trends in IL.
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- Flöög, Eva-Maria, et al.
(författare)
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StilBib : erfarenheter av skolbiblioteksprojekt för språkutveckling
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Projektet Stöd till skolbiblioteksutveckling (StilBib) ingår i en serie nationella satsningar som genomförts under ett decennium för att stödja kreativa språkmiljöer i skolan, där skolbibliotek uppfattas som en vital del av sådana miljöer. Satsningarna har syftat till att stärka skolbibliotekens pedagogiska roll för att stimulera barns och ungdomars språkutveckling.
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| 5. |
- Gärdén, Cecilia, et al.
(författare)
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A matter of facts? Linguistic tools in the context of information seeking and use in schools
- 2014
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Ingår i: Proceedings of ISIC, the Information Behaviour Conference, Leeds, 2-5 September, 2014;Part 1. - : Information Research. ; , s. 15-
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Konferensbidrag (refereegranskat)abstract
- This study explores how various meanings are attributed to the term facts in Swedish schools and how this may shape conditions for students’ learning. The understanding of information activities as social, communicative, and discursive, which motivates the study, is informed by a sociocultural perspective of learning and information interaction. The study re-analyses empirical data from four previous research projects, where material was collected through various qualitative methods, mainly interviews, observations, and document analysis. The material involves 14 classes from preschool to year 12. The data is analysed thematically. In the material, 565 occurrences of facts are identified and categorised. Three themes emerged inductively. The analysis generated three themes. Firstly, facts are associated with specific genres or modalities. Secondly, facts are seen as distinguishable, external, and tangible. Thirdly, facts come across as having strong connections to neutrality and they were viewed as evidence. The analysis shows variation in how the study participants talked about facts. Despite the dominant associations, each theme displays more complex meanings of the term, which indicates that it cannot be equated to how the term has been used as an analytical term in previous research. The frequent use of the term facts can be understood as a result of the strong focus on students seeking and using certain types of information for writing school reports. The results show the importance of information researchers adopting an open and explorative approach to the meaning of language used in school activities that they study.
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