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Worldwide Commonalities and Challenges in Information Literacy Research and Practice

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Cover of 'Worldwide Commonalities and Challenges in Information Literacy Research and Practice'

Table of Contents

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    Book Overview
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    Chapter 1 Information Literacy Is Dead… Long Live Information Literacy
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    Chapter 2 Information Literacy Research and Practice: An Experiential Perspective
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    Chapter 3 The Information Literate Brain
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    Chapter 4 Productive Partnerships to Promote Media and Information Literacy for Knowledge Societies: IFLA and UNESCO’s Collaborative Work
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    Chapter 5 Participatory Action Research and Information Literacy: Revising an Old New Hope for Research and Practice
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    Chapter 6 Analyzing the Intellectual Structure of World Information Literacy Literature through Citations and Co-citations
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    Chapter 7 Information Literacy Policies from the Perspective of the European Commission
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    Chapter 8 Are National Information Literacy Policies Possible?
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    Chapter 9 Information Literacy, a Cornerstone of Democratic Society: A Component of an Information Policy
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    Chapter 10 An Investigation into the Development of an Institutional Strategy to Build Research Capacity and Information Literate, Critical Thinking, Independent Learners in Three African Universities
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    Chapter 11 Activity Theory as a Framework for Understanding Information Literacy
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    Chapter 12 An IL Integration Model and Its Application in Curriculum Integration and Staff Development in Higher Education
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    Chapter 13 I-LEARN: Information Literacy for Learners
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    Chapter 14 The Influence of Technological Changes on the Definition of Information Literacy
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    Chapter 15 From Scientific Literacy to Lifelong Research: A Social Innovation Approach
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    Chapter 16 Research Data Literacy
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    Chapter 17 Digital Literacy in a Global Context
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    Chapter 18 Methodological Literacy of Doctoral Students – An Emerging Model
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    Chapter 19 The Impact of Information Literacy Education for the Use of E-Government Services: The Role of the Libraries
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    Chapter 20 How Could Library Information Science Skills Enhance Information Literacy in the Tunisian High Independent Elections Authority (ISIE)
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    Chapter 21 Digital Rights for Digitally Literate Citizens
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    Chapter 22 Digital Divide in Higher Education Students’ Digital Literacy
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    Chapter 23 Bridging the Digital Divide with Changing Information Literacy Methods in Post-apartheid South Africa
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    Chapter 24 Media Competencies in the Context of Visually Impaired People
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    Chapter 25 Media Information Literacy: The Perspective of Saudi Blind and Visually Impaired University Students
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    Chapter 26 Digital Library Training for Elderly Students at the Open University of Japan
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    Chapter 27 The Information Literacy Self-efficacy of Disadvantaged Teachers in South Africa
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    Chapter 28 Building Information Resilient Workers: The Critical Ground of Workplace Information Literacy. What Have We Learnt?
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    Chapter 29 Is Information Literacy Enough for a Knowledge Worker?
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    Chapter 30 Empowering through Information Culture: Participatory Culture, a Stepping Stone? A Theoretical Reflection
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    Chapter 31 Perceived Barriers in Relation to Health and Lifestyle Information among Icelanders
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    Chapter 32 Information Literacy in Europe: Ten Years Later
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    Chapter 33 Information Culture, Media and Information Literacies in Russia: Theory and Practice, Problems and Prospect
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    Chapter 34 Technological Developments and Information Literacy in Albania
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    Chapter 35 Information Literacy in the Czech Republic: A Territory for Theory, Practice and Co-operation
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    Chapter 36 Media Didactics in Higher Education: Oriented Media Education
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    Chapter 37 State of the Art of Information Literacy in Spanish University Libraries and a Proposal for the Future
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    Chapter 38 Information Literacy in Learning Spaces: A Holistic and Integrative Approach
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    Chapter 39 Walking from Concepts to Facts: A Holistic Information Literacy Approach Experience at the University Level
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    Chapter 40 Effective Use of Repositories: A Case for Information Literacy Development?
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    Chapter 41 Information Literacy, Mobile Technologies and Study Practices
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    Chapter 42 Promotion of Scientific Literacy and Popularization of Science with Support of Libraries and Internet Services
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    Chapter 43 Strengthening Information Literacy Competencies through Incorporating Personal Information Management Skills
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    Chapter 44 Information Literacy and International Capacity Development Initiatives in Life Sciences: AGORA, OARE, HINARI, ARDI (Research4Life - R4L)
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    Chapter 45 A Research Based Framework for Developing Information Literacy Projects
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    Chapter 46 Looking for Information Literacy: Syllabus Analysis for Data-Driven Curriculum Integration
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    Chapter 47 Applied Information Literacy and Learning: Curriculum Development for the Next Decade
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    Chapter 48 Game-Based IL Instruction – A Journey of Knowledge in Four Acts
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    Chapter 49 Online Conversation: Information Literacy as Discourse between Peers
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    Chapter 50 Doing Online Relearning through Information Skills (DORIS): A Mutual Shaping Perspective for Information Literacy Research and Practice
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    Chapter 51 Investigating the Use of ACRL Standards in Instruction Programs
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    Chapter 52 Teaching Information Literacy and Reading Strategies in Fourth-Grade Science Curriculum with Inquiry Learning
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    Chapter 53 How Do Students’ Social Identities and Study Approaches Play Out in Collaborative Source-Based Writing Assignments?
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    Chapter 54 Can Social Tagging Assist Information Literacy Practices in Academic Libraries?
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    Chapter 55 Academic Strategic Documents as a Framework for Good Information Literacy Programs: Case Study of Law Faculties in the Republic of Croatia
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    Chapter 56 Approaches and Perspectives on Assessment of Information and Media Literacy Related to Formal Education
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    Chapter 57 Theory of Action and Information Literacy: Critical Assessment towards Effective Practice
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    Chapter 58 How Faculty in the Hague University of Applied Sciences Uses the Scoring Rubric for Information Literacy
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    Chapter 59 Designing and Implementing Web-Based Tools to Assess Information Competences of Social Science Students at Spanish Universities
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    Chapter 60 Assessing Information Literacy Skills among Undergraduate Students at the Alexander Technological Educational Institute of Thessaloniki
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    Chapter 61 Information Literacy of Public Health Students in Bordeaux, France: A Cross-Sectional Study
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    Chapter 62 The “Information Literacy Self-efficacy Scale” and the Medical Curriculum at Ghent University
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    Chapter 63 Information Literacy Skills Assessment of Undergraduate Engineering Students
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    Chapter 64 Information Literacy, Transliteracy and Information Culture Development in France: What the Teacher-Librarian Can Change
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    Chapter 65 National Information Literacy Survey of Primary and Secondary School Students in Singapore - A Pilot Study
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    Chapter 66 Strategies to Assess Web Resources Credibility: Results of a Case Study in Primary and Secondary Schools from Portugal
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    Chapter 67 The Teacher’s Role as Facilitator of Collaborative Learning in Information Literacy Assignments
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    Chapter 68 What They Didn’t Have: Backwards Design toward a Forward Agenda
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    Chapter 69 Information Literacy, a Post-2015 Education for All Goal
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    Chapter 70 Rhetoric in the Finnish Higher Education Information Literacy Teaching: Analysis of the Activity Systems Found in the Finnish Academic Libraries IL-Recommendations
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    Chapter 71 Information Literacy Course – The Perception of Students and Professors: University of Zadar Case
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    Chapter 72 Incorporating Information Literacy in Ibero-American University Libraries: Comparative Analysis of the Information from Their Websites
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    Chapter 73 The Information Seeking Behaviour of Law Students at Adekunle Ajasin University, Nigeria
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    Chapter 74 Information Literacy and Autonomous Creation of Knowledge in University Students
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    Chapter 75 Library Instruction in Two Croatian Academic Libraries
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    Chapter 76 First Year Students and the Research Process: Hearing Students’ Voices
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    Chapter 77 Malaysian Teacher Education Institute Trainees and Information Literacy Competency
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    Chapter 78 Information Literacy of LIS Students at the University of Zagreb: Pros or Just Average Millennials
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    Chapter 79 Information Literacy Skills of Students at Paris Descartes University
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    Chapter 80 Information Literacy Competences of LIS-Students in Switzerland – A Case Study
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    Chapter 81 Information Behavior of University Students: From Today’s Information and Communication Student towards Tomorrow’s Excellent Information Specialist
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    Chapter 82 Information Literacy Competency of LIS Students in SULSIT with a Special Focus on Intellectual Property
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    Chapter 83 Information Literacy Skills Assessment of LIS Students: A Case Study at the Jagiellonian University
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    Chapter 84 Conceptions, Ideas, What Else? Information Literacy in Hungary
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    Chapter 85 Information Literacy and the Public Library: Danish Librarians’ Views on Information Literacy
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    Chapter 86 Defining Information Literacy Competences in a Professional Framework of Library and Information Professionals in Croatia
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    Chapter 87 Empowering Information Literacy and Continuing Professional Development of Librarians: New Paradigms for Learning
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    Chapter 88 A Bibliographical Overview of “Copyright Literacy” as a Key Issue in Memory Institution Management
Overall attention for this book and its chapters
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Title
Worldwide Commonalities and Challenges in Information Literacy Research and Practice
Published by
Springer International Publishing, January 2013
DOI 10.1007/978-3-319-03919-0
ISBNs
978-3-31-903918-3, 978-3-31-903919-0
Authors

Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Ralph Catts, Sonja Špiranec, Paul G. Zurkowski

Editors

Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Ralph Catts, Sonja Špiranec

X Demographics

X Demographics

The data shown below were collected from the profiles of 27 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 92 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 92 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 3 3%
Librarian 3 3%
Student > Ph. D. Student 3 3%
Student > Bachelor 3 3%
Lecturer > Senior Lecturer 2 2%
Other 5 5%
Unknown 73 79%
Readers by discipline Count As %
Social Sciences 5 5%
Arts and Humanities 3 3%
Engineering 3 3%
Computer Science 2 2%
Economics, Econometrics and Finance 1 1%
Other 6 7%
Unknown 72 78%