Last autumn, I wrote to inform you of exciting new developments and the new directions in which I was taking the journal, in particular, of the expanded scope of the journal and the line up of exciting issues forthcoming. A lot has happened since my last letter to you. The four issues of 2018 have been delivered to you by the end of 2018, comprising three special issues: (i) Non textual approaches to teaching in the information field guest-edited by Kiersten Latham (Kent State University, OH, USA) and Tim Gorichanaz (Drexel University, PA, USA); (ii) Information, Knowledge, Autonomous Action and Big Data guest-edited by Daniel Martinez-Avila (Sao Paolo State University, Brazil) and (iii) Evaluating online Health information sources using a mixed method approach guest-edited by Vera Granikov and Pierre Pluye (University of McGill, QC, Canada). In the winter of 2018, my editorial board and I embarked on a month-long discussion on the merits of changing the name of the journal in order to align it with its expanded scope. The current title is still limiting in that it is the first information potential authors come across and it also creates ambiguity by attracting submissions on education and pedagogy in general. We wish to signal to potential authors that the journal is open for “business” and that it welcomes publications on all topics of interest to the information fields (iFields). These include but are not limited to education, pedagogy and learning in the iFields; information seeking and use; information policy and ethics; information retrieval; digital humanities; documentation theory and practice; data science; gender studies in the iFields, etc. The journal welcomes broad methodological approaches to these topics, including empirical quantitative or qualitative studies as well as reflexive, hermeneutical and other conceptual approaches. The journal also welcomes historical and foundational research in the iFields, including works that bridge the gap between the iFields and other fields, such as Science and Technology Studies or the Philosophy of Technology, Philosophy, Media Studies. This month-long discussion culminated in the suggestion of “Interdisciplinary Journal of Information Studies” as a new name for the journal. The publisher is prudently considering this new name by first appending it as a subtitle to the current name, hence the longer title you are receiving in this first issue of 2019. We would love to hear your thoughts about the suggested name change before a
{"title":"Proposal for a name change for Education for Information","authors":"","doi":"10.3233/efi-199002","DOIUrl":"https://doi.org/10.3233/efi-199002","url":null,"abstract":"Last autumn, I wrote to inform you of exciting new developments and the new directions in which I was taking the journal, in particular, of the expanded scope of the journal and the line up of exciting issues forthcoming. A lot has happened since my last letter to you. The four issues of 2018 have been delivered to you by the end of 2018, comprising three special issues: (i) Non textual approaches to teaching in the information field guest-edited by Kiersten Latham (Kent State University, OH, USA) and Tim Gorichanaz (Drexel University, PA, USA); (ii) Information, Knowledge, Autonomous Action and Big Data guest-edited by Daniel Martinez-Avila (Sao Paolo State University, Brazil) and (iii) Evaluating online Health information sources using a mixed method approach guest-edited by Vera Granikov and Pierre Pluye (University of McGill, QC, Canada). In the winter of 2018, my editorial board and I embarked on a month-long discussion on the merits of changing the name of the journal in order to align it with its expanded scope. The current title is still limiting in that it is the first information potential authors come across and it also creates ambiguity by attracting submissions on education and pedagogy in general. We wish to signal to potential authors that the journal is open for “business” and that it welcomes publications on all topics of interest to the information fields (iFields). These include but are not limited to education, pedagogy and learning in the iFields; information seeking and use; information policy and ethics; information retrieval; digital humanities; documentation theory and practice; data science; gender studies in the iFields, etc. The journal welcomes broad methodological approaches to these topics, including empirical quantitative or qualitative studies as well as reflexive, hermeneutical and other conceptual approaches. The journal also welcomes historical and foundational research in the iFields, including works that bridge the gap between the iFields and other fields, such as Science and Technology Studies or the Philosophy of Technology, Philosophy, Media Studies. This month-long discussion culminated in the suggestion of “Interdisciplinary Journal of Information Studies” as a new name for the journal. The publisher is prudently considering this new name by first appending it as a subtitle to the current name, hence the longer title you are receiving in this first issue of 2019. We would love to hear your thoughts about the suggested name change before a","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/efi-199002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44733561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"``Let the textit{Orientales} be as enlightened as they are brave'': The digital divide in the context of Uruguay's public schools","authors":"R. Capurro, Maximiliano Rodríguez Fleitas","doi":"10.3233/efi-170984","DOIUrl":"https://doi.org/10.3233/efi-170984","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"33 1","pages":"3-21"},"PeriodicalIF":0.9,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/efi-170984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69890051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditionally, a large lecture hall course follows a teacher-centered approach to instruction. This was the case for the “gateway” course in the undergraduate Information Technology and Informatics (ITI) major in the School of Communication and Information at Rutgers, The State University of New Jersey. This paper describes the journey and collaboration between the course instructor and the instructional design/technology specialist to transform a large lecture hall course (with up to 450 students) into an active, collaborative learning experience – one that engages students in learning, emphasizes higher-order thinking skills, and creates a sense of community that can be lacking in such a format. This transformation was realized when the boundaries of the classroom extended into the “online” environment.
{"title":"Transforming a Large-Lecture Course into an Active, Engaging, and Collaborative Learning Environment.","authors":"Sharon Stoerger, D. Kreiger","doi":"10.7282/T32809M8","DOIUrl":"https://doi.org/10.7282/T32809M8","url":null,"abstract":"Traditionally, a large lecture hall course follows a teacher-centered approach to instruction. This was the case for the “gateway” course in the undergraduate Information Technology and Informatics (ITI) major in the School of Communication and Information at Rutgers, The State University of New Jersey. This paper describes the journey and collaboration between the course instructor and the instructional design/technology specialist to transform a large lecture hall course (with up to 450 students) into an active, collaborative learning experience – one that engages students in learning, emphasizes higher-order thinking skills, and creates a sense of community that can be lacking in such a format. This transformation was realized when the boundaries of the classroom extended into the “online” environment.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"32 1","pages":"11-26"},"PeriodicalIF":0.9,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71383785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The situation of digital libraries teaching and learning in Spain up to 2008 is examined. A detailed analysis of the different curricula and subjects is provided both at undergraduate and postgraduate level. Digital libraries have been mostly a postgraduate topic in Spain, but they should become mainstream, with special subjects devoted to them, and ICT and traditional library topics should be brought together in a closer way.
{"title":"Teaching digital libraries in Spain: Context and experiences","authors":"Francisco-Javier García Marco","doi":"10.3233/EFI-2009-0878","DOIUrl":"https://doi.org/10.3233/EFI-2009-0878","url":null,"abstract":"The situation of digital libraries teaching and learning in Spain up to 2008 is examined. A detailed analysis of the different curricula and subjects is provided both at undergraduate and postgraduate level. Digital libraries have been mostly a postgraduate topic in Spain, but they should become mainstream, with special subjects devoted to them, and ICT and traditional library topics should be brought together in a closer way.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"27 1","pages":"127-155"},"PeriodicalIF":0.9,"publicationDate":"2010-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-2009-0878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is based on the proposition that a process of creativity may be experienced in education insituation where an individual’s (learner’s) perception is kept clear and his curiosity is vigorous. An attemptto clarify this proposition is made through the ‘conceptual approach’ and/or paradigm that we put forwardas the ‘5C model’. The 5C model, as stated above, is a ‘conceptual approach’ and/or paradigm where“C”s stand for “connectivity”, “content”, “community”, “communication” and “commerce” (value), eachrepresenting a distinct value, which complement each other and which should be taken in the order givenhere. In this study, the approach was tested by use of a ‘brainstorming’ session with undergraduate studentsto provoke questions regarding the practical application of the need for “keeping clearness in perceptionand vigorousness in curiosity for a creative education and/or creativity in education”. Qualitative data,in the form of student comments, obtained from brainstorming, which was designed to test students’approaches to this proposition is analyzed with the 5C model.information science education
{"title":"Creativity in education: clearness in perception,","authors":"Oya Gürdal Tamdoğan","doi":"10.1501/0003610","DOIUrl":"https://doi.org/10.1501/0003610","url":null,"abstract":"This article is based on the proposition that a process of creativity may be experienced in education insituation where an individual’s (learner’s) perception is kept clear and his curiosity is vigorous. An attemptto clarify this proposition is made through the ‘conceptual approach’ and/or paradigm that we put forwardas the ‘5C model’. The 5C model, as stated above, is a ‘conceptual approach’ and/or paradigm where“C”s stand for “connectivity”, “content”, “community”, “communication” and “commerce” (value), eachrepresenting a distinct value, which complement each other and which should be taken in the order givenhere. In this study, the approach was tested by use of a ‘brainstorming’ session with undergraduate studentsto provoke questions regarding the practical application of the need for “keeping clearness in perceptionand vigorousness in curiosity for a creative education and/or creativity in education”. Qualitative data,in the form of student comments, obtained from brainstorming, which was designed to test students’approaches to this proposition is analyzed with the 5C model.information science education","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"1 1","pages":"139-151"},"PeriodicalIF":0.9,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66744749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents an overview research conducted into staff development opportunities for school librarians and for teachers, to improve their skills in catering for the needs of disabled students. The findings of a four year study which evaluated school library services offered to students with disabilities in two Australian states, Victoria and New South Wales, are then discussed. Results regarding staff development activities for school library staff, that would assist them in providing for the information needs of students with disabilities, showed that there are currently limited opportunities for school librarians to participate in such programmes, beyond those offered in individual schools to the teaching staff as a whole. Staff development programmes that cover policy formulation, collection development and adaptive technology aspects of library services for students with disabilities are needed.
{"title":"Training school library staff to cater for diversity1","authors":"Janet Murray","doi":"10.3233/EFI-2000-18404","DOIUrl":"https://doi.org/10.3233/EFI-2000-18404","url":null,"abstract":"This article presents an overview research conducted into staff development opportunities for school librarians and for teachers, to improve their skills in catering for the needs of disabled students. The findings of a four year study which evaluated school library services offered to students with disabilities in two Australian states, Victoria and New South Wales, are then discussed. Results regarding staff development activities for school library staff, that would assist them in providing for the information needs of students with disabilities, showed that there are currently limited opportunities for school librarians to participate in such programmes, beyond those offered in individual schools to the teaching staff as a whole. Staff development programmes that cover policy formulation, collection development and adaptive technology aspects of library services for students with disabilities are needed.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"18 1","pages":"313-323"},"PeriodicalIF":0.9,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students may engage in individual work-based projects in a wide range of different courses and work environments. In library and information studies and other professional disciplines such projects are viewed as essential to the development of an appropriate awareness of professional practice. Nevertheless, work based projects pose some unique problems for students, supervisors and assessors. These can be grouped into those arising from: changing agendas and environments, confidentiality, access, links to existing work, and dealing with two audiences. Successful outcomes will only be achieved if all parties are aware of these potential hazards and students are offered appropriate support in negotiating these should this be necessary.
{"title":"Work-based projects","authors":"J. Rowley","doi":"10.3233/EFI-1999-17305","DOIUrl":"https://doi.org/10.3233/EFI-1999-17305","url":null,"abstract":"Students may engage in individual work-based projects in a wide range of different courses and work environments. In library and information studies and other professional disciplines such projects are viewed as essential to the development of an appropriate awareness of professional practice. Nevertheless, work based projects pose some unique problems for students, supervisors and assessors. These can be grouped into those arising from: changing agendas and environments, confidentiality, access, links to existing work, and dealing with two audiences. Successful outcomes will only be achieved if all parties are aware of these potential hazards and students are offered appropriate support in negotiating these should this be necessary.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"17 1","pages":"245-251"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1999-17305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The application of the adjective "virtual" to a variety of physical concepts - classroom, company, corporation, library, office - has become common as organisations create new means of conducting business. Through virtual communities mechanisms are implemented for various activities ranging from managing collaborative projects, initiating electronic commerce applications and training staff, to playing games. A typical virtual community comprises a group of physically disparate individuals, unknown to one another in person, brought together for the first time, usually for the purposes of work. The project described in this paper deviates from this norm: individuals previously known to one another, who had worked (and, in several cases, lived) in close proximity, have been brought together again, the main purpose of this reunion not being their work. This development of a forum for former student colleagues to meet over the networks raises some interesting issues regarding the development of virtual communities.
{"title":"Recreating community: a virtual case study.","authors":"Hazel Hall","doi":"10.3233/EFI-1999-17306","DOIUrl":"https://doi.org/10.3233/EFI-1999-17306","url":null,"abstract":"The application of the adjective \"virtual\" to a variety of physical concepts - classroom, company, corporation, library, office - has become common as organisations create new means of conducting business. Through virtual communities mechanisms are implemented for various activities ranging from managing collaborative projects, initiating electronic commerce applications and training staff, to playing games. A typical virtual community comprises a group of physically disparate individuals, unknown to one another in person, brought together for the first time, usually for the purposes of work. The project described in this paper deviates from this norm: individuals previously known to one another, who had worked (and, in several cases, lived) in close proximity, have been brought together again, the main purpose of this reunion not being their work. This development of a forum for former student colleagues to meet over the networks raises some interesting issues regarding the development of virtual communities.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"17 1","pages":"253-258"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1999-17306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Information Technology and Library Education in Indonesia: Recent Developments in the Curriculum","authors":"L. Sulistyo-Basuki","doi":"10.3233/EFI-1999-17405","DOIUrl":"https://doi.org/10.3233/EFI-1999-17405","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"17 1","pages":"353-361"},"PeriodicalIF":0.9,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1999-17405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A survey of the institutions in Asia and the Pacific offering library and information studies through distance learning","authors":"Somsuang Prudtikul","doi":"10.3233/EFI-1998-16302","DOIUrl":"https://doi.org/10.3233/EFI-1998-16302","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"16 1","pages":"209-218"},"PeriodicalIF":0.9,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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