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Article
Publication date: 1 March 1995

Christina S. Doyle

The Telemation project, a California grant‐funded training project,trained approximately 450 teachers through institutes conducted in thespring and fall of 1994. A central theme…

251

Abstract

The Telemation project, a California grant‐funded training project, trained approximately 450 teachers through institutes conducted in the spring and fall of 1994. A central theme in this project is information literacy – the ability to access, evaluate, and use information from a variety of sources. Helping students acquire these skills is key to their successful use of online resources, as well as their continued ease in learning later in life. The TeleLearning Mobile Unit (TMU) provided a unique means to conduct training, in which 24 participants had simultaneous access to online resources. All participants are to develop a classroom project integrating online resources into the K‐12 curriculum. By late spring 1995, all Telemation projects should be online, available as models for all K‐12 teachers.

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Article
Publication date: 1 August 2005

Edward K. Owusu‐Ansah

To demonstrate existing definitional consensus on information literacy, and outline the main and unique areas of concern resulting from that consensus for libraries desiring to…

5656

Abstract

Purpose

To demonstrate existing definitional consensus on information literacy, and outline the main and unique areas of concern resulting from that consensus for libraries desiring to contribute to information literacy education.

Design/methodology/approach

Leading attempts at defining information literacy are examined to demonstrate their lack of substantive definitional differences, and to establish parameters for the library’s participation in information literacy education.

Findings

Examines the leading definitional contributions since the American Library Association’s 1989 seminal work on information literacy. Demonstrates the lack of substantive definitional differences between those and the ALA definition. Suggests librarians concentrate on the expectations deriving from such unanimity, and outlines those expectations.

Practical implications

Clarity of definitions provides more stable atmosphere for practical initiatives, while controversies over definitions distract from action. By pointing out the fundamental agreements between seemingly competing definitions of information literacy, this article underscores the need for librarians to fully concentrate on ways to achieve information literacy. By specifying the library’s unique place in that process and outlining the concrete things it can do, the article also provides practical guidance for more focused activity on the part of the library in information literacy education.

Originality/value

This article demonstrates a consistently overlooked definitional consensus on information literacy, and shows how the purported differences in definition actually represent delineations of steps and approaches that facilitate practical implementation. It also outlines the specific areas and activities that are legitimate responsibilities of the library in information literacy education, and notes areas outside the library’s reach.

Details

Library Review, vol. 54 no. 6
Type: Research Article
ISSN: 0024-2535

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Article
Publication date: 1 April 1996

Hannelore B. Rader

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related…

197

Abstract

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.

Details

Reference Services Review, vol. 24 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 February 1996

Hannelore B. Rader

In the Information Age, people become information processors, as they read, listen to news, talk to each other, and watch television or computer screens. Yet many have not…

210

Abstract

In the Information Age, people become information processors, as they read, listen to news, talk to each other, and watch television or computer screens. Yet many have not developed the appropriate skills to process information effectively. In itself, more information is not necessarily better or helpful; still it requires that information users become adept in dealing with it. Currently, more new information is being produced than ever before (e.g., more new information has been produced in the last 30 years than in the previous 5,000). Approximately 1,000 books are published internationally every day; 9,600 periodical titles are published in the United States each year; and the volume of all printed knowledge doubles every eight years. Add to that the enormous amount of electronic information now available on CD‐ROMs, tapes, discs, and online through the Internet and the concept of information overload and information anxiety gains new meaning.

Details

Reference Services Review, vol. 24 no. 2
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 April 1995

Hannelore B. Rader

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills…

77

Abstract

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.

Details

Reference Services Review, vol. 23 no. 4
Type: Research Article
ISSN: 0090-7324

Available. Open Access. Open Access
Article
Publication date: 16 September 2024

Liam Spencer, Sam Redgate, Christina Hardy, Emma A. Adams, Bronia Arnott, Heather Brown, Anna Christie, Helen Harrison, Eileen Kaner, Claire Mawson, William McGovern, Judith Rankin and Ruth McGovern

Mental health champions (MHCs) and young health ambassadors (YHAs) are two innovative public health interventions. MHCs are practitioners who work in schools and other youth…

433

Abstract

Purpose

Mental health champions (MHCs) and young health ambassadors (YHAs) are two innovative public health interventions. MHCs are practitioners who work in schools and other youth settings and aim to be the “go to” person for mental health in these settings. YHAs are a linked parallel network of young people, who champion mental health and advocate for youth involvement, which was co-produced with young people across all stages of development implementation. This paper aims to identify the potential benefits, barriers and facilitators of these interventions.

Design/methodology/approach

Semi-structured qualitative interviews (n = 19) were undertaken with a purposive sample of n = 13 MHCs, and n = 6 YHAs, between June 2021 and March 2022. Interviews were audio-recorded, transcribed, anonymised and then analysed following a thematic approach. Ethical approval was granted by Newcastle University’s Faculty of Medical Sciences Ethics Committee.

Findings

The findings are organised under five key themes: motivating factors and rewards for MHCs and YHAs; outcomes for children and young people (CYP) and others; impact on youth settings and culture; facilitators of successful implementation; and implementation challenges and opportunities.

Practical implications

These findings are intended to be of relevance to practice and policy, particularly to those exploring the design, commissioning or implementation of similar novel and low-cost interventions, which aim to improve mental health outcomes for CYP, within the context of youth settings.

Originality/value

The interventions reported on in the present paper are novel and innovative. Little research has previously been undertaken to explore similar approaches, and the individual experiences of those involved in the delivery of these types of interventions.

Details

Journal of Children's Services, vol. 19 no. 3
Type: Research Article
ISSN: 1746-6660

Keywords

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Publication date: 21 November 2022

Sandra Jones

The immediate financial and operational impacts of the COVID-19 pandemic on higher education have resulted in short-term responses focused on reducing costs. This has included…

Abstract

The immediate financial and operational impacts of the COVID-19 pandemic on higher education have resulted in short-term responses focused on reducing costs. This has included decreasing the size of the permanent workforce, pausing senior executive pay and replacing face-to-face with online teaching. The impact of these changes on employees who provide education, research and student support has been significant. To enable higher education to respond effectively to future complexity requires a more strategic approach designed to build employees commitment. The extent of change requires a move away from the current control-oriented, individualist and hierarchical administrative management approach that characterises higher education, towards a more collaborative leadership approach. Based on a case study of Australian higher education, the chapter unpacks how, in combination, the elements of an ecological view of leadership, actioned through multiple double-loop feedback based on the six tenets of a distributed leadership approach, can underpin a collaborative leadership approach designed to build employee commitment.

Details

International Perspectives on Leadership in Higher Education
Type: Book
ISBN: 978-1-80262-305-5

Keywords

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Book part
Publication date: 19 April 2018

Anastasia Misseyanni, Paraskevi Papadopoulou, Christina Marouli and Miltiadis D. Lytras

Active learning is not a simple practice. It is a new paradigm for the provision of high-quality, collaborative, engaging, and motivating education. Active learning has the…

Abstract

Active learning is not a simple practice. It is a new paradigm for the provision of high-quality, collaborative, engaging, and motivating education. Active learning has the capacity to respond to most of the challenges that institutions of higher education are facing in our time. In this chapter, we present active learning strategies used in STEM disciplines and we analyze the potential of active learning to redefine the value proposition in academic institutions. After providing the theoretical underpinnings of active learning as an evolving practice, an attempt is made to connect it with different learning theories and present an integrative model in which institutional strategies, learning strategy and information, and communication technologies work synergistically toward the development of knowledge and skills. We then present the results of a survey examining “stories” of active learning from the STEM disciplines, identifying good teaching practices, and discussing challenges and lessons learned. The key idea is that active engagement and participation of students is based on faculty commitments and inspiration and mentoring by faculty. We finally present a stage model for the implementation of active learning practices in higher education. Emphasis is put on a new vision for higher education, based on systematic planning, implementation, and evaluation of active learning methods, collaboration, engagement with society and industry, innovation, and sustainability, for a better world for all.

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Book part
Publication date: 15 July 2020

James Peltz and Anita C. Street

This chapter explores how data-driven methods such as Artificial Intelligence pose real concerns for individual privacy. The current paradigm of collecting data from those using…

Abstract

This chapter explores how data-driven methods such as Artificial Intelligence pose real concerns for individual privacy. The current paradigm of collecting data from those using online applications and services is reinforced by significant potential profits that the private sector stands to realize by delivering a broad range of services to users faster and more conveniently. Terms of use and privacy agreements are a common source of confusion, and are written in a way that dulls their impact and dopes most into automatically accepting a certain level of risk in exchange for convenience and “free” access. Third parties, including the government, gain access to these data in numerous ways. If the erosion of individual protections of privacy and the potential dangers this poses to our autonomy and democratic ideals were not alarming enough, the digital surrogate product of “you” that is created from this paradigm might one day freely share thoughts, buying habits, and your pattern of life with whoever owns these data. We use an ethical framework to assess key factors in these issues and discuss some of the dilemmas posed by Artificial Intelligence methods, the current norm of sharing one's data, and what can be done to remind individuals to value privacy. Will our digital surrogate one day need protections too?

Details

Artificial Intelligence and Global Security
Type: Book
ISBN: 978-1-78973-812-4

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Article
Publication date: 3 April 2018

Christina S. Hagen, Leila Bighash, Andrea B. Hollingshead, Sonia Jawaid Shaikh and Kristen S. Alexander

Organizations and their actors are increasingly using video surveillance to monitor organizational members, employees, clients, and customers. The use of such technologies in…

2031

Abstract

Purpose

Organizations and their actors are increasingly using video surveillance to monitor organizational members, employees, clients, and customers. The use of such technologies in workplaces creates a virtual panopticon and increases uncertainty for those under surveillance. Video surveillance in organizations poses several concerns for the privacy of individuals and creates a security-privacy dilemma for organizations to address. The purpose of this paper is to offer a decision-making model that ties in ethical considerations of access, equality, and transparency at four stages of video surveillance use in organizations: deployment of cameras and equipment, capturing footage, processing and storing data, and editing and sharing video footage. At each stage, organizational actors should clearly identify the purpose for video surveillance, adopt a minimum capability necessary to achieve their goals, and communicate decisions made and actions taken that involve video surveillance in order to reduce uncertainty and address privacy concerns of those being surveilled.

Design/methodology/approach

The paper proposes a normative model for ethical video surveillance organizational decision making based on a review of relevant literature and recent events.

Findings

The paper provides several implications for the future of dealing with security-privacy dilemmas in organizations and offers structured considerations for corporation leaders and decision makers.

Practical implications

The paper includes implications for organizations to approach video surveillance with ethical considerations for stakeholder privacy while balancing security demands.

Originality/value

This paper offers a framework for decision-makers that also offers opportunities for further research around the concept of ethics in organizational video surveillance.

Details

Corporate Communications: An International Journal, vol. 23 no. 2
Type: Research Article
ISSN: 1356-3289

Keywords

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