information literacy and critical information literacy are the domain of all, and a useful concept for anyone engaged by questions of how information as a public good and commodity is created, disseminated, and interpreted within broader political, social, and cultural contexts.
That is the exact reason why I participate in the IL track this year!
Some additional readings
Barron, N. G. (2007). Multiliteracies: Literacy Learning and the Design of Social Futures. Technical Communication Quarterly, 16(4), 483.
Serafini, F., & Gee, E. (2017). Remixing multiliteracies: Theory and practice from New London to New Times. Teachers College Press.
Gunther Kress, Theo van Leeuwen
Multimodal Discourse: The Modes and Media of Contemporary Communication
Oxford UP, New York (2001)
Mary Hamilton “Expanding the New Literacy Studies: Using Photographs to Explore Literacy as Social Practice” David Barton, Mary Hamilton (Eds.), Situated Literacies, Routledge, London (2000)
Elmborg, J. (2006). Critical Information Literacy: Implications for Instructional Practice.
This is an amazing text - elaborating terminology and intersections bw critical pedagogy and IL
I highlighted the html with public hypothes.is annotations
Continue with Constructing Discourse
reflect on how this approach necessarily changes how we conceive of information, expertise, evidence and access in our teaching, and what these changes require in terms of time, privilege, and emotional labor.
Elmborg’s
many settings
Because this Framework envisions information literacy as extending the arc of learning throughout students’ academic careers and as converging with other academic and social learning goals, an expanded definition of information literacy is offered here to emphasize dynamism, flexibility, individual growth, and community learning:
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
apply IL
Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share).
This approach requires an ongoing adaptation to emerging technologies and an understanding of the critical thinking and reflection required to engage in these spaces as producers, collaborators, and distributors.
Thomas P. Mackey and Trudi E. Jacobson. Metaliteracy: Reinventing Information Literacy to Empower Learners.
iscusses ways
The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:
Mueller, D. (2015, February 9). Framework for Information Literacy for Higher Education [Text]. Association of College & Research Libraries (ACRL). http://www.ala.org/acrl/standards/ilframework
The Framework
"based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. At the heart of this Framework are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole."
What is Information Literacy?
According to the American Library Association, "Information literacy is a set of abilities requiring individuals to 'recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.'"
Further, as academic libraries, Madison College Libraries are committed to moving students toward the Association of College & Research Libraries' new 'Framework for Information Literacy', adopted in January of 2016 by the ACRL Board.
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In the below diagram, you will notice that to be truly 'information literate' requires that you simultaneously develop:
Image: Venn Diagram of intersecting literacies that contribute to information literacy
Coonan, E., & Jane, S. (2014, April 29). "My dolly’s bigger than your dolly”, or, Why our labels no longer matter. Retrieved April 29, 2016, from https://librariangoddess.wordpress.com/2014/04/29/my-dollys-bigger/
“information
Three meanings of "information" are distinguished: "Information-as-process"; "information-as-knowledge"; and "information-as-thing", the attributive use of "information" to denote things regarded as informative. The nature and characteristics of "information-as-thing" are discussed, using an indirect approach ("What things are informative?"). Varieties of "information-as-thing" include data, text, documents, objects, and events. On this view "information" includes but extends beyond communication. Whatever information storage and retrieval systems store and retrieve is necessarily "information-as-thing".
workplace
(ACRL),
compile resources
Increased Engagement Meaningful for Students Meaningful for Librarians Connecting with Faculty Creating Community
Key teaching methods that librarians who practice critical IL report as using most often include: Discussion and Dialogue Group Work Skipping the Database Demonstration Reflection Problem-Posing
approach to education that focuses on cultivating a critical consciousness in students, with the goal of facilitating students’ abilities to “take control of their lives and their own learning to become active agents, asking and answering questions that matter to them and the world around them.
Critical information literacy is a way of thinking and teaching that examines the social construction and political dimensions of libraries and information, problematizing information’s production and use so that library users may think critically about such forces.
Framework for Information Literacy for Higher Education (2016),
approach to education in library settings that strives to recognize education’s potential for social change and empower learners to identify and act upon oppressive power structures.
critical information literacy (critical IL) aims to understand how libraries participate in systems of oppression and find ways for librarians and students to act upon these systems
imagine education as a site for generating social change.
emboldens learners’ agency
broader literature of critical approaches to librarianship has increased considerably over the past decade, taking issue with the notion of libraries as ideologically neutral spaces, arguing for an understanding of information literacy that accounts for sociopolitical dynamics, and seeking ways to involve library users in the politics of information access and use.
foundational work of critical information literacy is James Elmborg’s 2006 essay
Lua Gregory and Shana Higgins in Information Literacy and Social Justice: Radical Professional Praxis, critical information literacy “takes into consideration the social, political, economic, and corporate systems that have power and influence over information production, dissemination, access, and consumption.”2
The Effects of Grading
research since the beginning of 21st cent highlights erroneous approach to teaching with grades at the core:
The Case Against Grades By Alfie Kohn
an article we read on day 1 of workshop: Liberatory Feedback Driven Classrooms
Make up
doesn't work for me. Don't know if it's the browser or an error in the log in
collectively in maintaining a high level
What exactly does "high level" here mean.
How are members "being aided" in maintaining these "high levels?
Orientation Handbook
Dear all, Please provide us with some feedback on the Orientation Session and this resource by leaving a few annotations for:
Thank you very much for your time! We look forward to working with you in the future! Joerdis (and the TC team)
There will often be some mention of Louis Riel after this point. But afterwards, while there are some variations depending on where went to school, Native peoples essentially vanish from the narrative. Aside from a short discussion of Louis Riel, Native peoples essentially vanish from the narrative.
There's a repeat here.
Open Text Books
Studentsä Union of Vancouver Community College
lar, dass die Großmutter sich unheimlich freute. Blumen und Wein und Kuchen! Und ein haariger Herr aus dem Wald als Überraschungsbesuch!
Was sagen die Personen hier? Schreibt einen kleinen Dialog zwischen der Großmutter, Rotkäppchen und dem Wolf.
einer
Was könnt ihr in diesem Bild sehen? Wer sind die Personen? Wie sehen sie aus und was machen sie?
inen kantigen Ziegelstein, eine stinkende Socke und einen ollen Kaugummi? Das sind doch keine Geschenke für eine alte Dame! Was bist du nur für eine Enkelin!
Warum ist der Wolf nicht zufrieden mit den Geschenken von Rotkäppchen?
»Einen Ziegelstein, eine Sockeund einen Kaugummi.
Wie findet ihr die Geschenke, die Rotkäppchen der Großmutter bringen will?
leichtsinnig
Was bedeutet leichtsinnig? Warum ist Rotkäppchen leichtsinnig?
fühlte sich sehr bitter.
Warum fühlt sich der Wolf bitter?
Rotkäppchen hat keine Lust
Was denkst du? Worauf hat Rotkäppchen keine Lust? Warum hat sie keine Lust?
© 2016 Thienemann-Esslinger VerlagTranslated excerptSebastian MeschenmoserRotkäppchen hat keine Lust
Hier kannst du gern 3 Dinge tun!
für dich interessante Vokabeln markieren und eine einfache Erklärung hinzufügen
Auf die Fragen reagieren
eigene Fragen stellen
Québec)
QUESTIONS ACTIVITY: Step 1 Discuss with your partner what questions you could raise that help you guide you in your reading of this article? Which parts of the text would you ask questions about? Step 2 Annotate 2 parts in the text and write down 2 of your questions.
Martijn
PREVIEWING ACTIVITY: Step 1 - Discuss with a partner which parts you would look at when previewing this text. What information about the text do you get out of these parts? Step 2 - Annotate 1-2 parts and explain what information you've got out of the PREVIEWING parts.
Sind wir denn nie schön genug
Wie gefällt euch der Song? Klickt auf das Video und hört ihn auch mal an. Ihr könnt dann gern auch den Songtext lesen.
SCHÖN GENUG
Lies den Songtext. Was denkt ihr darüber?
Philipp Dittberner
OPEN German - Selektives Leseverstehen üben Bitte lest den Wikipedia-Eintrag und beantwortet folgende Fragen:
the web’s open architecture guarantees that one way or another, it’s possible to create and share authoritative overlays. Annotation tools and services are converging on open standards that will enable them to work with one another,3 just as different kinds of web browser and email clients are able to work with different kinds of web and email servers. This movement toward open and interoperable web annotation sets the stage for a democratization of the scholarly arts of close reading, line-by-line analysis, and accurate citation.
Willkommen in diesem B1 Sprach- und Kulturkurs Deutsch! Dieser Kurs ist für alle diejenigen offen, die sich für die deutsche Sprache und Kultur interessieren (kann in Kanada oder anderswo in der Welt sein). Teilnehmende werden notwendige Einsichten in das (Uni-)Leben in Deutschland und anderen deutschsprachigen Ländern bekommen. Sie müssen also gar nicht nach Deutscland fahren, um zu erleben, wie sich Deutschland anfühlt.Vision: Dieser Kurs möchte Lernern mit beschränktem Zugang eine kostengünstige Alternative zum Deutschlernen auf B1-Niveau anbieten.Für Wen: Interessenten jeder Art, die einen Studienaufenthalt in Deutschland planen oder sich generell für das Leben in Deutschland heute interessieren. Übergreifendes Ziel des Kurses: Eine aktive Gemeinschaft von Deutschlernenden bilden, deren Mitglieder sich mithilfe nützlicher Webtools auch über Länder- und Zeitgrenzen hinweg selbstständig dem Deutschlernen widmen können.Kursdauer: 10-12 WochenWöchentlicher Arbeitsaufwand: 3-5 StundenKurskommunikation zwischen Kursleitung und KursteilnehmendenRegelmäßige Umfragen an Studenten, um Bedürfnisse der Teilnehmenden zu erfassenLernstandsmessung: Eine Kombination aus automatisiertem Feedback und persönlichen Kommentaren der Kursleitung Kursmaterialien: alle verwendeten Materialien sind kostenfrei im Internet zugänglich und von jederman nutzbar (OER)Kursbuch: Deutsch im Blick. Online German Course Components including textbook/ audio/ video/ etc. CC-BY-NC-ND: UT Austin. Available: http://coerll.utexas.edu/dib/
This course caters to all people interested in learning German (in Canada or other parts of the world). Participants in this course will gain an insight into so (university) life in Germany and the German-speaking countries. You won't have to be there to still see what Germany feels like!
Intended Audience: Informal students or faculty/ instructors planning a study visit to Germany or people interested in (uni) life in Germany
High-level Course Goal: Build a community of learners of German and provide its members with valuable insights into webtools and open study content, so that the learners can then continue learning German independently after this course.
Length of Course: 10-12 weeks Weekly study time for students: 3-5 hours Communication of instructor with students: General feedback on collaborative activities on a weekly basis (private speaking lessons with one-on-one practice sessions can be arranged for a fee) Track students’ happiness with individual module surveys Assessment: Automated Feedback or General Feedback to community at the end of weekly modules Materials used: all materials and tools used for language learning activities are either Open Educational Resources (OER) or otherwise freely available resources on the internet Course Book: Deutsch im Blick. Online German Course Components including textbook/ audio/ video/ etc. CC-BY-NC-ND: UT Austin. Available: http://coerll.utexas.edu/dib/
(Uni)-Leben in Deutschland: Ein Deutschkurs auf B1-Niveau
(Uni) Life in Germany: A German Language Course on the B1 Level