Information literacy and society: a systematic literature review - Dr Bruce Ryan

This research proposal aims to investigate the factors motivating individuals to use social networks and the effects on individuals and families. The researcher plans to survey 500 college students aged 12-18 on their social media usage and whether it affects their relationships and personality. A literature review found that social media can both positively and negatively impact adolescents' social development. The proposal outlines research questions, hypotheses, objectives, methodology, ethics considerations, timeline, and references.

Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.

Increasing the impact of information literacy (IL) requires raising awareness of what IL is, standardizing IL instruction across institutions and disciplines, introducing IL earlier in schools, illustrating its importance beyond education, making IL relevant to people's lives, and leveraging recognition that IL is needed to address information challenges in society.

This document summarizes the Community Health Assessment (CHA) project curriculum implemented by the University of Minnesota Rural Physicians Associate Program (RPAP). The CHA project, required since 2004, aims to improve the health of a specific population through community engagement. Students complete CHA proposals, implementation, and evaluations during their 9-month rural clinical placements. While most students find the projects valuable, some challenges exist around project continuity, expectations, and impact. The discussion explores experiences engaging students in authentic community partnerships and themes around CHA curriculum.

This document summarizes a research project conducted by Dr. Maria Kett of the Leonard Cheshire Disability and Inclusive Development Centre and Mr. Richard Ngafuan of the University of Liberia. The project aims to understand poverty among persons with disabilities in Liberia through mixed methods research including policy review, secondary data analysis, and a survey of 1,200 households. The research is conducted in partnership with organizations of persons with disabilities in Liberia and intends to directly involve persons with disabilities in the research process and identify ways to improve their inclusion and social protection. The project expects to contribute to developing evidence on inclusive development and identify best practices to alleviate poverty and exclusion of persons with disabilities.

Libraries and afterschool programs make great partners. Every October, the afterschool field celebrates the important role these programs have in the lives of children, families, and communities. This year, on October 26, we want to make the celebration bigger and better than ever. Library-afterschool partnerships are an official theme of this year’s event—and we want to highlight the many ways libraries and afterschool programs are pairing up to provide engaging learning opportunities and critical supports to children and families across the country. Join us for this webinar to learn more about Lights On Afterschool, and how your library can participate.

This document discusses literacy education in fragile environments and provides guiding principles and real examples. It introduces FHI 360 and outlines the fragility/development continuum. It then describes some key characteristics of students, teachers, governments/systems, and families/communities in fragile contexts. The document also discusses considerations for literacy programming, such as policy/governance, teachers, and communities. It provides examples from programs in the DRC, South Sudan, and Nigeria that have responded to challenges through strategies like teacher workshops, materials development, and community engagement.

Keynote by Dr Jane Secker, Chair of the CILIP Information Literacy Group given as part of the Creating Knowledge Conference held in Tromso, June 2021

The document summarizes Year One of the Health Education & Promotion Minor at the University of Washington Bothell. It provides an overview of the curriculum developed, including courses on health education, program planning, evaluation, policy, and management. The curriculum uses a community problem-based model and partnered with various organizations. Lessons learned included benefits of community projects, importance of lead time, limiting project scope, and providing feedback. The curriculum team aims to further develop partnerships, research, conference presentations, and advocacy opportunities in upcoming years.

This document provides the schedule for the Teaching and Learning with Innovative Connections (TILC) 2018 conference taking place May 8-9 at Radford University. The schedule outlines the various presentations, keynotes, lightning talks, and social events during the two-day conference. On Wednesday May 9th, the keynote speaker Jennifer Ferretti will present on "Art is Information: Countering the 'Neutral' Classroom with Pop Culture and Social Justice". Presentation sessions are scheduled throughout the day in various classrooms covering topics such as using audience analysis in instructional design, incorporating poetry in teaching research skills, and exploring genre and scholarship as conversation.

This deck was used to support a session at the 2015 ACEhp meeting in Grapevine, Texas. I was joined on the panel by @theCMEguy and @medpedsdoctor

This document summarizes a presentation given by Debbie Fucoloro at the MOREnet M3 Annual Conference on October 15, 2013. The presentation investigated educators who use social media for informal professional learning. Key findings included that Twitter was the favorite social media platform used, allowing educators to connect, share resources and ideas, and reduce isolation. Recommendations were provided for future researchers to examine successful programs supporting informal learning, and for educational leaders to make technology integration a priority and allow more self-directed professional development opportunities.

The document summarizes three articles related to service learning and community engagement: 1) The first article discusses how service learning can perpetuate "whiteness" through color-blind approaches and argues educators must examine their own biases. 2) The second article presents a study finding public engagement shaped graduate school and career choices for many scholars and outlines key elements of public engagement scholarship. 3) The third article reviews infrastructure of community engagement centers, finding evolution in characteristics like academic integration, institutional resources, and assessment. It provides a baseline for centers to evaluate structures.

- The workshop aimed to provide educators with tools and strategies for incorporating social justice themes into project-based science curricula through multimedia, driving questions, and lesson planning. - Participants engaged with an audio story and photo essay on nuclear history before brainstorming essential questions and beginning to develop social justice-themed science lessons. - Literature supports that project-based learning can boost underserved students' achievement and interest in science when implemented with clear goals, resources, and alignment to standards. Teacher experience and school culture also influence successful incorporation of social justice themes.

William R. Penuel (2015) Evaluating STEM Programs in Public Institutions in Communities: Focusing on Equity University of Colorado

This document provides a literature review of project-based learning (PBL) in K-12 educational settings. It summarizes the core principles of PBL, how PBL has been implemented in schools, research on PBL implementation challenges for teachers, and the available evidence on PBL's effectiveness in improving student outcomes. The review finds that there is no consensus definition of PBL. It identifies areas of debate around PBL principles, such as the role of student choice, collaborative learning, and assessment. It also describes different models for bringing PBL to schools, from externally-developed curricula to teacher-led approaches. Research indicates PBL poses implementation challenges for teachers in changing their roles and classroom practices. Evidence

This document proposes a new theoretical model for information literacy education in school settings that goes beyond skill-based approaches. It discusses how school pedagogy, information literacy, and communication theory converge. Specifically, it argues that a communicative pedagogical model is needed that incorporates theoretical perspectives like phenomenography, discourse analysis, and sociocultural theory. This model would address informational knowledge, operational knowledge, and motivational factors beyond just skills. It also examines the relationship between information literacy and media literacy as fields that are increasingly converging.

Presented at LILAC 2024.

Presented at LILAC 2024.

Presented at LILAC 2024.

Presented at LILAC 2024.