PATHWAYS INTO INFORMATION LITERACY AND COMMUNITIES OF PRACTICE CHANDOS INFORMATION PROFESSIONAL SERIES Series Editor: Ruth Rikowski (email: Rikowskigr@aol.com) Chandos’ new series of books is aimed at the busy information professional They have been specially commissioned to provide the reader with an authoritative view of current thinking They are designed to provide easy-to-read and (most importantly) practical coverage of topics that are of interest to librarians and other information professionals If you would like a full listing of current and forthcoming titles, please visit www.chandospublishing.com New authors: we are always pleased to receive ideas for new titles; if you would like to write a book for Chandos, please contact Dr Glyn Jones on g.jones.2@elsevier.com or telephone 144 (0) 1865 843000 PATHWAYS INTO INFORMATION LITERACY AND COMMUNITIES OF PRACTICE Teaching Approaches and Case Studies Edited by DORA SALES MARÍA PINTO AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Chandos Publishing is an imprint of Elsevier Chandos Publishing is an imprint of Elsevier 50 Hampshire Street, 5th Floor, Cambridge, MA 02139, United States The Boulevard, Langford Lane, Kidlington, OX5 1GB, United Kingdom Copyright r 2017 Dora Sales and Maria Pinto Published by Elsevier Ltd All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein) Notices Knowledge and best practice in this field are constantly changing As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress ISBN: 978-0-08-100673-3 (print) ISBN: 978-0-08-100680-1 (online) For information on all Chandos Publishing visit our website at https://www.elsevier.com Publisher: Glyn Jones Acquisition Editor: Glyn Jones Editorial Project Manager: Tessa De Roo Production Project Manager: Omer Mukthar Designer: Victoria Pearson Esser Typeset by MPS Limited, Chennai, India LIST OF CONTRIBUTORS B Akkoyunlu Hacettepe University, Ankara, Turkey A Anderson University of Strathclyde, Glasgow, United Kingdom C Basili European Network on Information Literacy (EnIL), Consiglio Nazionale delle Ricerche, Rome, Italy J Corte´s-Vera Autonomous University of Ciudad Jua´rez, Chihuahua, Mexico J.-L Evangelista Autonomous University of Chihuahua, Chihuahua, Mexico F.-J Garcı´a-Marco University of Zaragoza, Zaragoza, Spain N Gendina Kemerovo State University of Culture and Arts, Kemerovo, Russia A Grafstein Hofstra University, Hempstead, NY, United States B Johnston University of Strathclyde, Glasgow, United Kingdom H Joosten The Hague University of Applied Sciences, The Hague, The Netherlands ˘ S Kurbanoglu Hacettepe University, Ankara, Turkey M Lupton Queensland University of Technology, Brisbane, Australia J.-D Machin-Mastromatteo CETYS University, Baja California, Mexico J Tarango Autonomous University of Chihuahua, Chihuahua, Mexico J van Helvoort The Hague University of Applied Sciences, The Hague, The Netherlands ix BIOGRAPHIES Dora Sales Dora Sales has her PhD in Translation Studies and is a senior lecturer in Documentation at the Universitat Jaume I of Castello´, Spain Her research in the field deals with Documentation applied to Translation Studies and Information Literacy She is a practicing literary translator and has experience in literary publishing and the management of cultural activities Her teaching is focused on the subject of Documentation Applied to Translation, from the paradigm of Information Literacy, a field in which she has published books, such as Documentacio´n aplicada a la traduccio´n: presente y futuro de una disciplina (Trea, 2006) and a number of papers in international peer-reviewed journals with JCR impact factor She has directed several research and development (R&D) projects on Documentary Resources and Informational Literacy for Intercultural Mediation and Interpreting in the Healthcare Setting Marı´a Pinto Marı´a Pinto has her PhD in History and is a Professor of Information Science at the University of Granada, Spain She is an expert in the field of Information Literacy, e-learning, and assessment in higher education She has published several books, chapters, and papers on these topics in international journals with JCR impact factor Furthermore, she is the lead researcher of diverse projects on Information Literacy and digital reading in the Social Sciences (design of IL-HUMASS survey, EVAL-CI portal, Alfin-EEES portal, INFOLITRANS model, INFOLITRANS test, REWIL 2.0.) She has participated in international congresses specialized in Information Literacy and has trained lecturers and librarians in the practice of INFOLIT xi ABOUT THE CONTRIBUTORS United States Ann Grafstein Ann Grafstein is a professor of Library Services at Hofstra University (Long Island, New York) She holds a PhD in linguistics from McGill University and an MLIS from The University of Western Ontario She has published both in linguistics and in library science Most recently, she coauthored two books with Alan Bailin: Readability: Text and Context (Palgrave Macmillan, 2015), and The Critical Assessment of Research (Chandos-Elsevier, 2010) Her article “A Discipline-Based Approach to Information Literacy” (Journal of Academic Librarianship, 2002) received the Association of College and Research Libraries Instruction Section Publication award in 2004 Australia Mandy Lupton Mandy Lupton, PhD, is a senior lecturer in the Faculty of Education, Queensland University of Technology, Brisbane, Australia She teaches in the Master of Education (teacher-librarianship) program She has written and presented, both nationally and internationally, on inquiry learning and information literacy in KÀ12 and higher education She also has a blog dedicated to the topic: https://inquirylearningblog.wordpress.com/ Her other research interests include the use of social media and Web 2.0 tools in teaching and learning, as well as the development of students’ professional digital identity Turkey ˘ Serap Kurbanoglu Dr Kurbanoglu received her PhD in Information Studies from Sheffield University, in Sheffield, the United Kingdom She is a professor in the Department of Information Management of Hacettepe University (Ankara, Turkey), publishing and lecturing on systems analysis and green libraries, as well as information literacy and lifelong learning She has numerous publications, mainly on information literacy She was the national coordinator and organizer of the UNESCO “Training the Trainers in Information Literacy” workshop held in Ankara in 2008 She is the project manager and content developer of the web-based xiii xiv About the Contributors information literacy instruction package (HUBO) developed for Hacettepe University She is involved in numerous national and international projects and initiatives regarding information literacy, including the Moscow Declaration on Media and Information Literacy, and UNESCO’s expert meeting on MIL Indicators She is the cofounder and coorganizer of ECIL (European Conference on Information Literacy) and the chair of the editorial board of ECIL Proceedings Books Buket Akkoyunlu Dr Akkoyunlu holds a BA in Sociology from Hacettepe University, an MA in Curriculum and Instruction in Education from Hacettepe University, and a PhD in Educational Technology from the University of Leicester, in Leicester, the United Kingdom She is currently working as a professor at the Department of Computer Education and Instructional Technologies at Hacettepe University (Ankara, Turkey), where she is teaching and supervising in the areas of e-learning, instructional design, development, and evaluation of instructional materials and adult educationÀrelated courses at both the graduate and undergraduate levels Her main research areas include web-based learning, multimedia learning, instructional design, development and evaluation of instructional materials, curricula, and instruction She has conducted research and published articles and books in the field of educational technology, web-based learning, multimedia learning, information literacy, and curriculum studies She is also involved in EU projects She was Dean of the Faculty of Education at Hacettepe University between 2006 and 2012 Mexico Javier Tarango Javier Tarango has a PhD in Education (Autonomous University of Chihuahua, Mexico) and also a Master’s Degree in Information Science (University of Guanajuato, Mexico) and Organisational Development (University of Monterrey, Mexico) Since 1996, he has been working at the Autonomous University of Chihuahua in the Master’s and Doctor’s Degrees in Education and the Bachelor’s Degree in Information Science He is a member of the National System of Researchers in Mexico, and a leader of the Academic Body of Information Studies His research areas are Information Literacy and evaluation of scientific production His academic production is as follows: books published, more than 20 book chapters, 38 peer-reviewed and indexed scientific articles, 24 proceedings About the Contributors xv at length, and 72 papers; he has supervised 27 master’s and doctoral theses, has over 100 courses delivered as an instructor, 15 specialized consultancies, and research projects In addition, he is a peer reviewer of six national and international scientific journals Jose´-Luis Evangelista Jose´-Luis Evangelista is a PhD candidate in Education at the Autonomous University of Chihuahua (Mexico) He has a Master’s degree in Higher Education and a Bachelor of Philosophy, both at the Autonomous University of Chihuahua He has taught humanities classes at the high school level since 1975 Since 1994, he has taught undergraduate and graduate courses at the Autonomous University of Chihuahua itself He is a member of the Faculty of History and Historiography of Education As a coauthor, he has published various publications His latest work is the book Critical Pedagogy and Information Literacy: Towards an Inclusive and Participatory Higher Education (Mexico, 2015), coauthored with Javier Tarango Juan-Daniel Machin-Mastromatteo Juan-Daniel Machin-Mastromatteo holds a PhD in Information and Communication Science (Tallinn University, Estonia), and a Master in Digital Library Learning (Oslo and Akershus University College of Applied Sciences, Norway; Tallinn University; and Parma University, Italy) He has a Bachelor’s degree in Library Science (Universidad Central de Venezuela) with more than years’ work experience in archives, libraries, higher education, and professional development He has excelled in different roles, such as cataloguer, developing databases, library promotion materials, and multimedia resources, as a reference librarian, supervisor, instructor, collection development, consultant, and scientific journal reviewer He has coordinated information literacy programs, written diverse scientific articles published in open access repositories, in peerreviewed journals, and in international conferences such as International Society for Knowledge Organization (ISKO), Qualitative and Quantitative Methods and Libraries (QQML), and European Conference on Information Literacy (ECIL) He is the author of the book Exploring Users’ Information Behavior in Social Networks He is a permanent editorial board member of the scientific journal Information Development (Sage), and a peer reviewer for the Journal of Academic Librarianship (Elsevier) and Scientometrics (Springer) xvi About the Contributors Jesu´s Corte´s-Vera Jesu´s Corte´s-Vera has a PhD in Library and Information Studies at the National Autonomous University of Mexico, as well as a Master in Information Sciences from the University of Guanajuato In addition, he is a member of the National System of Researchers in Mexico Since 1995, he has worked at the Autonomous University of Ciudad Jua´rez (UACJ), where he has been an associate university librarian and director of information and accreditation He is currently a full-time professor and teaches subjects mostly aimed at the development of skills for research and information management, both in face-to-face and in online classes and for undergraduate and graduate students He is a member of the academic body 54 UACJ, devoted to studies on education and social sciences His areas of academic interest are related to Information Literacy, academic literacy, the dissemination of scientific knowledge, and other factors that determine the advance toward the knowledge society The Netherlands Jos van Helvoort Jos van Helvoort is a senior lecturer at The Hague University of Applied Sciences, The Netherlands (Faculty of IT and Design, Department Information and Media Studies) He was chairman of the Board of Examiners of his faculty for years At present, he combines lecturing with his research for the Research Group of Sustainable Talent Development at his university His PhD thesis (September 2016) deals with the use of a scoring rubric for performance assessment of information literacy skills in higher education His publications have appeared in the Journal of Information Literacy, Journal of Academic Librarianship, and Communications in Computer and Information Science He is a member of the standing committee and program committee of the European Conference on Information Literacy Henrieătta Joosten Henrieătta Joosten combines lecturing at the Faculty of IT and Design and conducting research at the Research Group of Philosophy and Professional Practice at The Hague University of Applied Sciences (the Netherlands) In 2015 she obtained a doctorate in Philosophy In her thesis, entitled Nietzsche’s New Dawn Educating Students to Strive for Better in a Dynamic Professional World, she uses the experimental, liberating, but 246 Pathways into Information Literacy and Communities of Practice Basili, C (1998) La biblioteca in rete: strategie e servizi nella societa` dell’informazione (p 204) Milano: Editrice Bibliografica, pp ISBN: 88-7075-503-7 Basili, C (2002) Politica dell’informazione scientifica in Italia: Una prima analisi delle variabili del processo della comunicazione scientifica AIDAInformazioni: Rivista di Scienze dell’informazione, 20(4) Basili, C (2008a) Information and education policies in Europe: Key factors influencing information literacy academic policies in Europe In C Basili (Ed.), Information literacy at the crossroad of education and information policies in Europe (pp 18À32) Rome: Cnr Basili, C (2008b) Theorems of information literacy In C Basili 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Genome Biology, 16(1), 101 Weller, K (2015) Social media and altmetrics: An overview of current alternative approaches to measuring scholarly impact Incentives and performance (pp 261À276) Springer International Publishing Westerman, D., Spence, P R., & Van Der Heide, B (2014) Social media as information source: Recency of updates and credibility of information Journal of ComputerMediated Communication, 19(2), 171À183 Zurkowsky, P G (1974) The information service environment relationships and priorities Related Paper No INDEX Note: Page numbers followed by “f ” and “t” refer to figures and tables, respectively A Abstracts/abstracting training, 152À153 Academia.edu, 234 Academic activities action research (AR) and, 103À104, 103f learning community (LC) and, 93 transforming, 88À90 Academic discipline, information culture as, 182À183 Academic evaluation phase, curricular inclusion of IL, 104À107 Academic libraries, 232 Academic social media, 233À236 Academic success, learning community (LC) and, 94 Access point, authors and, 152À154 Access to lesson content, in flipped classroom/learning, 63 ACRL See Association for College & Research Libraries (ACRL) Action research (AR) in academic activities, 103À104, 103f for asserting information skills, 96À98 critical self-examination, 97À98 cyclical model, 97 defined, 86 overview, 86À87 prototype of, 97 reflexive social action, 96 Active learning opportunities, in flipped classroom/learning, 61 Adobe After Effect, 74 Adult learning communities of practice (CofP), 217À220 information literacy See Information literacy overview, 205 strategies, 208À209 Adult returner students, within higher education, 206À208 access to courses, 207 case study, 208 engagement and transition constructs, 207 learning strategies, 208À209 qualitative interview study, 207À208 Age, information culture, 175 Alternative training courses, design and implementation of, 91À92 Altmetrics, 235 American Journal of Sociology, 24 American Library Association (ALA), ANTS, 71 Articles, scientific publications, 150 The Art of War (Sun Tzu), 143À144 Association for College & Research Libraries (ACRL), 4À5 “Assessment Issues”, information literacy standards, 7À9 “Keeping Up With .” series, 70 scholarly information literacy and, 240À241 Asynchronous learning, 57 Audience, 161À162 Audiovisual authoring, 149 Australian and New Zealand Information Literacy Framework, Authors abstracts/abstracting training, 152À153 access point improvement, 152À154 communication problems, 152 credentials of, 17À18 indexing training, 153À154 metadata assignment, 152À154 B Badke, William, 15À16 Bailey, Charles W., Jr., 238À239 Bergmann, Jonathan, 57À58 Blended learning, 54À56 defined, 54 delivery mode, 54À55 249 250 Index Blended learning (Continued) doctoral institutions, 54À55 higher education institutions, 54À55 learning outcomes, 55 metaanalysis, 55À56 online component, 54À55 research studies, 55À56 student engagement, 55 as technology-based approach, 55 traditional education vs., 55À56 Blogs, 149 Bloom’s taxonomy, 56À57 Book Citation Index, 154 Books, 150 British Journal of Sociology, 24 Burchinal, Lee, 5À6 C California State University, rubrics at, 10 Canadian research libraries’ websites, 70 Chanlun, Jutatip, 169 Citation, 158 Citation indexes, 154, 158 Citation styles, 155 City University of New York (CUNY), 9À10 Class time, in flipped learning, 60À61, 75 CLIP, 71 CMS See Content management systems (CMS) CofP See Communities of practice (CofP) Commonwealth of Independent States (CIS), 167À168 Communication dissemination and retrieval of publication, 151À157 access point improvement, 152À154 archiving and open access, 155À156 conforming to the publisher’s standards, 154À155 marketing, 156À157 metadata assignment, 152À154 selection of medium, 154À155 ethics of, 143À145 feedback, 157À158 impact assessment, 157À158 as interdisciplinary field, 135 Internet, 136À137 publishing, 148À149 kinds of, 145À146 knowledge cycle, 138À140, 139f modern developments in, 136 multiliteracy paradigm and, 136 overview, 135À137 as pervasive activity, 137 private, 146À147 public presentations, 140, 147À148 scientific publication, 140, 150À151 as work, 141À142 Communicative competence, in information literacy programs, 135À136, 159À163 audience or target group, 161À162 competence-oriented approach, 159À161 educational results, 162 impact assessment, 163 methodologies, 162À163 promising future, 137 transdisciplinary quest, 137 work team and supporting network, 161 Communities of practice (CofP), 217À220 aspects of, 219 cogent critical analysis, 218À219 epistemological development, 219 information literacy and, 213À217 in formal and informal settings, 215 in higher education, 215 librarians, 215À216 subject lecturers, 216 learning community (LC) vs., 95 Competence-based approach, 159À161 mapping target audience view, 160 standard-based evaluation, 160 zeitgeist, 160 Conference tools, 146 Content management systems (CMS), 149 Content of course, in media education/ literacy, 190À194 “Principles of Person’s Information Culture”, 190À193, 192t “Principles of Pupil’s Information Culture”, 194 problems and prospects, 194À196 Index Contextualization, information literacy, 11À15 Critical information literacy, 12 Critical self-examination, action research (AR) and, 97À98 Critical thinking, 221À222 See also Information literacy; Research epistemological thinking, 221À222 media competence and, 195 metacognition/metacognitive skill, 222 Cultural shift, in higher education, 67 Culture of information consumption, 169 Culturological approach, 179À181 CUNY See City University of New York (CUNY) Curricular inclusion of IL academic evaluation phase, 104À107 action research (AR) in academic activities, 103À104, 103f for asserting information skills, 96À98 critical self-examination, 97À98 cyclical model, 97 defined, 86 overview, 86À87 prototype of, 97 reflexive social action, 96 analysis of results, 108À111 didactic planning phase, 99À101, 100t features influencing students and teachers, 110 in HEI, 88À90 alternative training courses, design and implementation of, 91À92 curricular transversality identification, 90À91 designing information literacy model with a systemic vision, 92À93 implementation phase, 101 integrating LC, 102 learning community (LC), 93À96 academic success, 94 activities as learning processes for, 93 characteristic of, 93 communities of practice vs., 95 defined, 86 educational equality, 94 fundamentals, 94 251 general objectives in, 95 ICT, 95À96 importance of, 89 information society, 94 integration with IL, 102 learning outcomes, 93À94 main function, 95 overview, 86À87 methodology, 98À99 overview, 85À88 recommendations for future proposals, 108À110 thematic content and ICT, 89 transforming academic activities, 88À90 Curricular transversality, 90À91 Curriculum inclusion of information literacy See Curricular inclusion of IL open access, 239 Cyclical model, action research (AR), 97 D Delivery mode, blended learning, 54À55 Department of Information Culture of the International Academy of Informatization, Russia, 170À171 “Developing Media and Information Culture of the Specialists of Information and Library Institutions of Uzbekistan”, 194 Didactic planning phase, curricular inclusion of IL, 99À101, 100t Digital scientific publication, 151 Disciplinary questions, 39À40 Discipline-centered tasks, 140t Disciplines, flipped classroom/learning, 67À68 Dissemination and retrieval, of publication/publishing, 151À157 access point improvement, 152À154 archiving and open access, 155À156 conforming to the publisher’s standards, 154À155 marketing, 156À157 metadata assignment, 152À154 selection of medium, 154À155 252 Index Distribution, information culture, 175 Doctoral institutions, blended learning, 54À55 Doctrine of person’s information culture, 178À182 culturological approach, 179À181 functions, 181 implementation in practice, 181À182 information outlook, 179 E “Educational Approaches to Information Culture,” University of Lille (France), 168 Educational results, communicative competence and, 162 e-environment, 177 Elsevier’s Scopus, 154 Empirical research, 36 Employers and educational sector, 160 English publications, on information culture, 168À169 Epistemological thinking critical thinking, 221 metacognition, 222 Essential questions, 38 address disciplinary topics, 39 Ethics, of communication, 143À145 European Commission initiatives, on open science, 237À238 Expressive window, inquiry and information literacy, 46 F Facebook, 77 Faculty of Arts, Autonomous University of Chihuahua, 99 Feedback, communication, 157À158 Feminine Forever (Wilson), 20 Feminist research, 24 Feminist scholars, 24 Final Report of the American Library Association Presidential Committee on Information Literacy (1989), 6À7 Flipped classroom/learning, 56À77 benefits of, 59À66 access to lesson content, 63 active learning opportunities, 61 addressing multiple learning styles, 62 diversity in students’ learning pace, 60 efficient use of class time, 60À61 higher-order thinking skills, 61 lecture material/content, 62 mitigating inequity, 62 point-of-need assistance, 60À61 responsibility for learning, 62 student-centered learning and collaboration, 63 student engagement, 63 student-instructor interaction, 61À62 case study, 72À77 challenges, 63À66 additional time and effort required for implementation, 64 increased time spent on watching screens, 66 inequities in instructors’ attention, 66 lacking access to appropriate technology, 65 lacking immediate help on lecture content, 65 lacking time management skills, 65 reliance on student preparation and participation, 63À64 requiring new skills for instructors, 64 student adaptation and resistance, 65À66 defined, 56À57 emergence, 57À58 higher education, 57À58, 67À68 cultural shift, 67 disciplines, 67À68 humanities, 67À68 technical and linear content, 67À68 information literacy instruction, 68À72 challenges, 71À72 characteristics, 68 clickers or polling software, 69À70 higher-order thinking skills, 69 instructor librarians, 69À70 literature, 70À71 responsibility for learning, 69 self-directed learning, 69 Index instructors, 58À59 “just-in-time” instruction, 57 lecture content, 57 limitations of, 59 literature review, 58À59 multimedia lectures, 57 objective of, 56À57 online resources, 58 overview, 56 popularity and attention, 58 research studies, 58À59 secondary education, 57À58, 67 synchronous and asynchronous learning, 57 traditional educational model and, 56À57 Fokeev, V A., 170À171 Framework for Information Literacy for Higher Education, 4À5 France educational technologies research team in, 168 information culture in, 167À168 University of Lille, 168 French Ministry of Education, 168 Funding, for research, 19À21 G Garfield’s’ Citation Index, 158 Garfield’s Institute for Scientific Information, 154 Gay and lesbian scholarship, 24 Gender, information culture, 176 Gendina, N I., 173 Generic window, inquiry and information literacy, 45 Gold standards, for research, 16À18 contextualized, 19À25 credentials of author, 17À18 peer review, 17 publishers’ reputation, 17 Google, 158 Google Scholar, 156À157 H Hague University of Applied Sciences, 118À119 253 ICT undergraduate program, Scoring Rubric for Information Literacy for, 118À119 Business and Management (B&M), 123À125 discussion, 125À126 Information and Media Studies (IMS), 119À120 peer assessment, 120À121 peer feedback, 120À121 summative assessment, 121À123 Helicobacter pylori, 22À23 Higher education flipped classroom/learning in, 57À58, 67À68 cultural shift, 67 disciplines, 67À68 humanities, 67À68 technical and linear content, 67À68 inquiry learning in, 36 Higher education institutions (HEI) blended learning, 54À55 curricular inclusion of IL in, 88À90 alternative training courses, design and implementation of, 91À92 curricular transversality identification, 90À91 designing information literacy model with a systemic vision, 92À93 ICT and, 88 Higher-order thinking skills, flipped learning and, 61 Homosexuality attitudes toward, 23À24 in Diagnostic and Statistical Manual, 23 research on, 23À25 in Western culture, 23 Hormone replacement therapy (HRT), 19À20 HRT See Hormone replacement therapy (HRT) Human activities in information sphere, 177 Humanities, 67À68 Hybrid model See Blended learning I Identity preservation, 146 254 Index Indexing training, 153À154 Inequities in instructors’ attention, flipped classroom/learning, 66 Inequity mitigation, through flipped classroom/learning, 62 Information and communication technology (ICT), 118À119 higher education institutions (HEI) and, 88 learning community (LC) and, 95À96 Scoring Rubric for Information Literacy, at Hague university Business and Management (B&M), 123À125 discussion, 125À126 Information and Media Studies (IMS), 119À120 peer assessment, 120À121 peer feedback, 120À121 summative assessment, 121À123 thematic content and, 89 Information culture as academic discipline, 182À183 components of, 177 e-environment, 177 forms of communications in society, 177 human activities in information sphere, 177 information qualities, 177 concept, 173 doctrine of person’s information culture, 178À182 culturological approach, 179À181 functions, 181 implementation in practice, 181À182 information outlook, 179 English publications on, 168À169 experts from different sciences on, 173À174 information society, 177 interdisciplinarity, 174 international approaches to, 167À169 multidisciplinarity, 174À175 need for, 169À170 phenomenon of, 173À174 simulation of disciplines, 183À186 as subsystem culture, 177, 178t transdisciplinarity, 174À175 types of, 175À176 according to place of residence, 176 age, 175 distribution, 175 gender, 176 level of education, 175À176 profession, 176 social group, 176 “Information Culture and Information Use of Media Specialist” (Chanlun), 169 Information Culture Development Program, 91À92 Information culturology, 173 “Information Culturology: Subject and Tasks of the New Scientific Field” (Kolin & Ursul), 173 “Information for All” program (UNESCO), 178À179 Information literacy, 209À214 application of term, 5À6 authority and, 209À210, 213 avoidance of digression, 210À211 and communities of practice (CofP), 213À217 in formal and informal settings, 215 in higher education, 215 librarians, 215À216 subject lecturers, 216 competency standards, 7À8 contextualization, 11À15 curricular inclusion of See Curricular inclusion of IL history of, 5À7, 169 judgments about information sources, 211 need for, 169À170 peer discussion, 212À213 students’ study-related activities and, 210À211 teaching vs workplace application, 11À12 trust and, 209À210 Information Literacy Competency Standards for Higher Education, 4À5, 7À8 Index Information literacy instruction, flipped classroom/learning, 68À72 challenges, 71À72 characteristics, 68 clickers or polling software, 69À70 higher-order thinking skills, 69 instructor librarians, 69À70 literature, 70À71 responsibility for learning, 69 self-directed learning, 69 Information need, for inquiry learning, 30À31 Information outlook, 179 Information qualities, 177 Information skills, action research (AR) for, 96À98 Information society information culture, 177 learning community, 94 Inquiry learning higher education, 36 implementing, 46À48 information need and, 30À31 K-12 model, 32À35, 34t overview, 29À30 pedagogy, 31À37, 33t, 34t questioning frameworks, 37À45, 41t research, 35À36 in academic sense, 36 empirical, 36 meaning of, 35À36 philosophical, 36 theoretical, 36 wheel model, 36À37 windows, 45À46 expressive, 46 generic, 45 situated, 45À46 transformative, 46 Instant messaging applications, 146 Instructor librarians, flip model and, 69À70 Integrative discipline, information culture, 170À171 Interdisciplinary approach, to information culture, 173 International approaches to information culture, 167À169 255 International Federation of Library Associations and Institutions (IFLA), 186 See also Media and information literacy (MIL) International Organization for Standardization (ISO), 155 Internet, 205, 231, 233 communication, 136À137 publishing, 148À149 scientific publications, 151 textbooks vs., 209À210 Internet 2.0, 233 Inverting the classroom See Flipped classroom/learning ISO See International Organization for Standardization (ISO) J JCR See Journal Citation Reports (JCR) Journal Citation Reports (JCR), 154 K K-12 model of inquiry learning, 32À35, 34t questioning strategies, 37 “Keeping Up With .” series (ACRL), 70 Knowledge cycle, 138À140, 139f See also Communication Kolin, K K., 173 Kosolapova, E V., 173 Krasnodar State University of Culture and Arts, 170À171 KWHLAQ, 37, 38t KWL, 37, 38t L Lasswell’s communication model, 141, 142t Learning blended, 54À56 defined, 54 delivery mode, 54À55 doctoral institutions, 54À55 higher education institutions, 54À55 256 Index Learning (Continued) learning outcomes, 55 metaanalysis, 55À56 online component, 54À55 research studies, 55À56 student engagement, 55 as technology-based approach, 55 traditional education vs., 55À56 communities of practice (CofP), 217À220 flipped See Flipped classroom/learning responsibility for, 62, 69 synchronous and asynchronous, 57 Learning community (LC), 93À96 academic success, 94 activities as learning processes for, 93 characteristic of, 93 communities of practice vs., 95 defined, 86 educational equality, 94 fundamentals, 94 general objectives in, 95 ICT, 95À96 importance of, 89 information society, 94 integration with IL, 102 learning outcomes, 93À94 main function, 95 overview, 86À87 Lecture material/content, flipped classroom/learning, 62 lacking immediate help on, 65 Le´vi-Strauss, Claude, 23 Library and information science (LIS), 135, 137À139 Library Information Literacy Advisory Committee (LILAC), 10 Lifelong learner, characteristics of, 206À207 Likert scale, 118 LILAC See Library Information Literacy Advisory Committee (LILAC) Linear content, 67À68 Linguists, 142 LIS-centered tasks, 140t Listserv, 157 Logicians, 142 M “Making Open Science a Reality” (OECD), 238 Marketing publications, 156À157 Marshall, Barry, 22 Mass communication scientists, 142 Media and information literacy (MIL), 175, 186À187 mechanism of integration, 190À194 problems and prospects, 194À196 theoretical complexity of integrating, 187À190 Media education/literacy content of course in, 190À194 “Principles of Person’s Information Culture”, 190À193, 192t “Principles of Pupil’s Information Culture”, 194 problems and prospects, 194À196 information training content and information products, 188À189, 190t information resources, 188À189, 188t methods of analysis and synthesis, 188À189, 189t MERLOT, 71 Metaanalysis, blended learning, 55À56 Metacognition/metacognitive skill critical thinking, 222 epistemological thinking and, 222 Metadata assignment, 152À154 Microblogging, 149 MIL See Media and information literacy (MIL) Mitigating inequity, flipped classroom/ learning, 62 MLA See Modern Language Association (MLA) Mobile communication, 146 Modern Language Association (MLA), 106À107 Multidisciplinarity, information culture, 174À175 Multidisciplinary study, of information culture, 172À173 Multiple learning styles, flipped classroom/learning and, 62 Index N National Commission on Libraries and Information Sciences, National Library of Uzbekistan, 194 O OECD See Organisation for Economic Co-operation and Development (OECD) Online communications, 205 Online component, blended learning, 54À55 Online Information Market, 230 Online learning environment, 74À75 Online resources, flipped classroom/ learning, 58 Open access, 238À240 curriculum, 239 as mature subject matter, 238À239 as publishing logic, 239 scholarly information literacy and, 239, 242À244 Open Access Bibliography, 238À239 Open Edition, 234À235 Open science, 236À240 dimensions, 240 European Commission initiatives, 237À238 OECD, 238 open access, 238À240 ORCID, 152 Organisation for Economic Co-operation and Development (OECD), 238 P Paradigms, research, 21À23 Pathways into Information Literacy and Communities of Practice, 115À116 Pedagogy, inquiry learning, 31À37, 33t, 34t Peer instruction See Flipped classroom/ learning Peer review, 17 Person’s information culture, doctrine of, 178À182 culturological approach, 179À181 functions, 181 257 implementation in practice, 181À182 information outlook, 179 Philosophical research, 36 Pinterest, 149 Point-of-need assistance, 60À61 PowerPoint, 74À75 Presidential Committee on Information Literacy (ALA), PRIMO, 71 “Principles of Person’s Information Culture”, 190À193, 192t “Principles of Pupil’s Information Culture”, 194 Private communication, 146À147 Profession, information culture, 176 Promoting publications, 156À157 Psychologists, 142 Publication/publishing, 147 dissemination and retrieval of, 151À157 access point improvement, 152À154 archiving and open access, 155À156 conforming to the publisher’s standards, 154À155 marketing, 156À157 metadata assignment, 152À154 selection of medium, 154À155 Internet, 148À149 scientific, 140, 150À151 Public presentations/communication, 140, 147À148 Publishers, reputation of, 17 Q Question Formulation Technique, 37 Questioning frameworks, 37À45, 41t critical perspectives, 40 disciplinary questions, 39À40 essential questions, 38 address disciplinary topics, 39 K-12, 37 R RAILS See Rubrics Assessment of Information Literacy Skills (RAILS) References, collection of, 155 Reflexive social action, 96 258 Index Reputation of publishers, 17 Research dissemination, 23À25 evaluation criteria, 16À18 funding and sponsorship, 19À21 gold standards, 16À18 contextualized, 19À25 credentials of author, 17À18 peer review, 17 publishers’ reputation, 17 inquiry learning, 35À36 in academic sense, 36 empirical, 36 meaning of, 35À36 philosophical, 36 theoretical, 36 paradigms, 21À23 ResearchGate, 234 Research Information Network, 236 Research studies blended learning, 55À56 flipped classroom/learning, 58À59 Responsibility for learning, 62, 69 See also Flipped classroom/learning Retrieval of publication See Dissemination and retrieval, of publication/ publishing Rubrics at academic institutions, California State University, 10 as charts, 10 concept, 115À116 CUNY, 9À10 description, RAILS, role of, 115À116 University of California at Irvine, 10 use of, 116 Rubrics Assessment of Information Literacy Skills (RAILS), Russia information culture, 167À168 application on scientific specialties, 171À172 defined, 172 doctrine of person’s information culture, 178À182 educational research on, 172 factors influencing, 169À170 history of formation, 169À173 as independent scientific direction, 169À173 integrative discipline, 170À171 interdisciplinary approach to, 173 multidisciplinary study, 172À173 psychological research on, 172 review of, 177 scientific community awareness, 170À171 scientific conferences, 170À171 information literacy in, 167À168 S Sams, Aaron, 57À58 Scholarly information literacy, 229À233 academic social media, 233À236 ACRL information literacy framework, 240À241 discipline-specific standards, 230 historical review of, 231 Internet, 231 open access and, 239, 242À244 transformations of, 230 Scholarship feminist scholars on, 24 gay and lesbian, 24 in higher education, 207 Schoolchildren, information culture of, 196 Science openness in, 236À240 See also Open science principle of, 236 as system, 232 Science 2.0, 233 Scientific abstracts, 153 Scientific community awareness, to information culture, 170À171 Scientific conferences, 170À171 Scientific information resources, 231 Scientific publication, 140, 150À151 aim of, 150 articles, 150 books, 150 digital, 151 Index Scientific Research Institute of Information Technologies in Social Sphere, 178À179 Scientific specialties, information culture and, 171À172 SCImago Group, 154 SCImago Journal Rank (SJR), 154 Scoring Rubric for Information Literacy (van Helvoort), 115À118 criterion 5, 116À118, 117f ICT undergraduate program at Hague University, 118À119 Business and Management (B&M), 123À125 discussion, 125À126 Information and Media Studies (IMS), 119À120 peer assessment, 120À121 peer feedback, 120À121 summative assessment, 121À123 Likert scale, 118 Self-directed learning opportunities, blended learning as, 54 Semioticians, 142 Ws and H, 37, 38t Shannon and Weaver’s communication model, 141À142 Situated window, inquiry and information literacy, 45À46 Smartphones, 146 Smirnova, B A., 169 Social communication, 141 Social group, information culture, 176 Social media, 146, 233À236 Social Media: A Guide for Researchers (Cann, Dimitriou, & Hooley), 236 Social networks, 149 marketing publications on, 156À157 Social psychologists, 142 Social scientists, 141 Sociolinguists, 142 Sociologists, 142 Sponsorship, for research, 19À21 Stress, and ulcers, 22 Student adaptation and resistance, in flipped classroom/learning, 65À66 259 Student-centered learning and collaboration, 63 Student engagement blended learning, 55 flipped classroom/learning, 63 Student-instructor interaction, flipped classroom/learning, 61À62 Student performance, in flipped classroom model, 75À77 Students’ opinions, on flipped classroom model, 75À76 Subsystem culture, information culture as, 177, 178t Sun Tzu, 143À144 Synchronous learning, 57 Systemic vision models, 92À93 T Target group, 161À162 public communications, 147 Technical and linear content, 67À68 Technologies blended learning and, 55 lacking access to, flipped classroom/ learning, 65 private communication and, 146À147 Texas A&M Library’s Centennial Academic Assembly, 5À6 Textbooks vs Internet, 209À210 Theoretical research, 36 Thomson Reuters, 152 Book Citation Index, 154 Web of Science, 156À157 Tools, blended learning, 55 Traditional education vs blended learning, 55À56 Transdisciplinarity, information culture, 174À175 Transformative window, inquiry and information literacy, 46 U Ulcers, 22 Helicobacter pylori and, 22À23 stress and, 22 260 Index UNESCO, 178À179, 239 See also Media and information literacy (MIL) UNISIST, 232 University of California at Irvine, rubrics at, 10 Ursul, A D., 173 US National Commission on Libraries and Information Science, 169 Uzbekistan, 181À182, 194 V Wikis, 149 Wilson, Robert A., 20 Wilson Foundation, 20 Windows, inquiry and information literacy, 45À46 expressive, 46 generic, 45 situated, 45À46 transformative, 46 Women’s Health Initiative, 20 WordPress, 74 Work, communication as, 141À142 World Wide Web, 6, 205 van Helvoort, Jos van, 115 Video intros, 74 Video-recorded lectures, 74À75 Video web sharing services, marketing publications through, 156 Virtual library, 231 Voykhanskaya, K M., 169 Y W Z Warren, Robbin, 22 Web of Science, 156À157 Zubov, Y S., 170À171 Zurkowski, Paul, 5À6, 169 YouTube, 149 marketing publications through, 156 ... include Information Literacy in Europe A First Insight into the State of the Art of Information Literacy in the European Union (2003), Information Literacy at the Crossroad of Education and Information. .. Journal of Information Literacy, Journal of Academic Librarianship, and Communications in Computer and Information Science He is a member of the standing committee and program committee of the... development of information literacy up to that date) This chapter advocates an integrated view of information literacy that includes an understanding of the research needs and practices of particular