020 Bibliotheks- und Informationswissenschaften
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Using faculty-librarian partnerships to ensure that students become information fluent in the 21st century In the 21st century educators in partnership with librarians must prepare students effectively for productive use of information especially in higher education. Students will need to graduate from universities with appropriate information and technology skills to enable them to become productive citizens in the workplace and in society. Technology is having a major impact on society; in economics e-business is moving to the forefront; in communication e-mail, the Internet and cellular telephones have reformed how people communicate; in the work environment computers and web utilizations are emphasized and in education virtual learning and teaching are becoming more important. These few examples indicate how the 21st century information environment requires future members of the workforce to be information fluent so they will have the ability to locate information efficiently, evaluate information for specific needs, organize information to address issues, apply information skillfully to solve problems, use information to communicate effectively, and use information responsibly to ensure a productive work environment. Individuals can achieve information fluency by acquiring cultural, visual, computer, technology, research and information management skills to enable them to think critically.
Teaching information literacy: substance and process This presentation explores the concept of information literacy within the broader context of higher education. It argues that, certain assertions in the library literature notwithstanding, the concepts associated with information literacy are not new, but rather very closely resemble the qualities traditionally considered to characterize a well-educated person. The presentation also considers the extent to which the higher education system does indeed foster the attributes commonly associated with information literacy. The term information literacy has achieved the immediacy it currently enjoys within the library community with the advent of the so-called "information age" The information age is commonly touted in the literature, both popular and professional, as constituting nothing short of a revolution. Academic librarians and other educators have of course felt called upon to make their teaching reflect both the growing proliferation of information formats and the major transformations affecting the process of information seeking. Faced with so much novelty and uncertainty, it is no surprise that many have felt that these changes call for a revolution in teaching. It is within this context that the concept of information literacy has flourished. It is argued in this presentation, however, that by treating information literacy as an essentially new specialty that owes much of its importance to the plethora of electronic information, we risk obscuring some of the most fundamental and enduring educational values we should be imparting to our students. Much of the literature on information literacy assumes - rather than argues - that recent changes in the way we approach education are indications of progress. Indeed, much of the self-narrative that institutions produce (in bulletins, mission statements, web sites, etc.) endorses an approach to education that will result in lifelong learners who are critical consumers of information. After critically examining the degree to which such statements of educational approach reflect reality, this presentation concludes by considering the effects of certain changes in the culture of higher education. It considers particularly the transformation - at least in North America - of the traditional model of higher education as a public good to a market-driven business model. It poses the question of whether a change of this significance might in fact detract from, rather than promote, the development of information literate students.
Um 1795, unter der Regentschaft des aufgeklärten Fürsten Friedrich und wenige Jahre nach dem Ausbruch der Französischen Revolution, wird in der Hofbibliothek der Fürsten zu Waldeck und Pyrmont „jedermann zu lesen gnädigst erlaubet“ (StA MR Best. 118d, Generalia I,1). Damit wird diese Fürstenbibliothek, deren Ursprünge bis ins Mittelalter zurückreichen und die in der Frühen Neuzeit zu einer prachtvollen Sammlung von Büchern und Kunstobjekten zusammenwächst, für eine breite Öffentlichkeit zugänglich. Dies legen alte Ausleihlisten und Kataloge unmissverständlich dar. Wer waren aber die Nutzer dieser und anderer Bibliotheken im Aufklärungsjahrhundert? Welche Bücher und Archivalien wurden gesammelt, gelesen oder erforscht? In welchem Maße und auf welche Art fanden das „Schöne“ und das „Nützliche“ in Bibliotheken dieser Zeit zueinander? Ausgehend von diesen Themenkomplexen fokussierte der Workshop das Spannungsverhältnis von Repräsentation, Wissen und Öffentlichkeit in (Hof)bibliotheken der Zeit zwischen Barock und Aufklärung und ging der Frage nach, wie diese drei Aspekte in der Entwicklung von der Raritätenkammer zur „modernen“ Bibliothek sich zueinander verhalten und gegenseitig beeinflussen.