INFORMATION HAS VALUE

INFORMATION HAS VALUE

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination. http://www.ala.org/acrl/standards/framework

Characteristics of a copyright

Public Domain Work means:

Works or aspects of copyrighted works, which copyright law does not protect. Typically, works become part of the public domain because their term of protection under copyright law expired, the owner failed to follow certain required formalities, or the works are not eligible for copyright protection. https://s.yimg.com/pw/images/cc_icon_public_domain_work.png

Open access

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LEARNING OUTCOME

• Student will recognize plagiarism is stilling someone’s property which is stealing they will be able to cite the sources correctly and understand the reason for doing so.

•   The student will be able to understand how long does it take to create information, where and how is it published

•   They have responsibility of creating new information and how the new information is disseminated

 ACTIVITIES

The class will be divided into two groups doing a research topic effect of media violence on children.

•   Both groups will be discussing or brainstorming about plagiarism,  copyright  and consequence of not citing your work.

•   The first group will be search information on the Google scholar and library database and cite their work

• The second group will be doing a search on scholarly blogs and magazines not citing their work.

RELATIONSHIP

 The first activity and the first learning outcome by brainstorming and discuss the consequences of not citing someone’s work is

•   The student will know that they have a responsibility of creating new information by search on Google scholar and library database and finding flaws and gaps on their research topic and citing their work.

•   The second learning outcome and the last activity. The student will able to know that dissemination of information you use different format different ways of publishing and well as time.

FAIR USE

https://99designs.com/designer-blog/2013/04/19/5-famous-copyright-infringement-cases/

INFORMATION LITERACY WORKSHOP

MAIN OBJECTIVES (Librarian)

To instill the love for Librarianship as a worthwhile professional career. Change the stereotyped perception that people have about Librarians as being women who wear buns and spectacles, telling students to keep quiet and stamping books at the counter.

Raise awareness about Librarians as Information Specialists, Information Managers, Knowledge Managers, e-Resources Librarians, Research Librarians, Information Specialists, Information Managers, etc.

To safeguard libraries as valuable community spaces that advance community development (no libraries burning).

 To promote the love for reading through marketing of reading and writing activities (book launches, reading clubs, debate clubs, reading competition, etc.)

To advocate for and promote libraries as the hub for accessing valuable information for general knowledge, education, development and recreation.

/http://www.liasa-new.org.za/librarians-day/

WHAT IS WORKSHOP
 A training workshop is a type of interactive training where participants carry out a number of training activities rather than passively listen to a lecture or presentation. Broadly, two types of workshops exist: A general workshop is put on for a mixed audience, and a closed workshop

Jolles, Robert L (2005). How to Run Seminars and Workshops (3 ed.).
 John Wiley & Sons. pp. 5, 12, 48, 155, 320. ISBN 978-0-471-71587-0. Retrieved 2014-11-23.

 

https://www.google.co.za/search?q=workshop&biw=1264&bih=876&source=lnms&tbm=isch&sa=X&sqi=2&ved=0CAYQ_AUoAWoVChMIo9L5qKDnxwIVRrPbCh1i4wDW#imgrc=C8PLbom11M-c1M%3A
WHY WOULD YOU GIVE WORKSHOP?

A workshop, as explained above, is valuable in certain circumstances. When do those circumstances arise, and when might you choose to conduct a workshop over other methods of education or training? There are a number of situations in which a workshop would be the best choice:

A workshop provides a way to create an intensive educational experience in a short amount of time, when the time for a more comprehensive effort may not be available. Participants may be working, they may be too far apart to gather together regularly, or may simply be unwilling to commit large amounts of time. A workshop can introduce a new concept, spurring participants to investigate it further on their own, or can demonstrate and encourage the practice of actual methods.

It's a great way to teach hands-on skills because it offers participants a chance to try out new methods and fail in a safe situation. Failure is often the best teacher, and failure in this instance doesn't carry a cost. At the same time, feedback, from both the presenter and peers in the group, helps a participant understand what she can do to avoid failure in a real situation.

A workshop is a way for someone to pass on to colleagues ideas and methods that he has developed or finds important. Teaching a graduate course may not be possible, but he may be able to reach large numbers of people by conducting workshops in various situations.

Especially for people who work together, a workshop can help to create a sense of community or common purpose among its participants.

http://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/workshops/main

WHEN WOULD YOU WANT TO CONDUCT WORKSHOP?

A workshop, as explained above, is valuable in certain circumstances. When do those circumstances arise, and when might you choose to conduct a workshop over other methods of education or training? There are a number of situations in which a workshop would be the best choice:

• The beginning of something new.
• The initial training of staff or volunteers. 
• The in-service or on-going training of staff or volunteers.
• Staff development.
• The demonstration of a new concept. 
• The explanation of something to the public. 
• The availability of a knowledgeable presenter.

http://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/workshops/main

HOW DO YOU CONDUCT A WORKSHOP ?

Even if you've never done it before, you can conduct a good workshop by paying attention to all the phases of the process. There are three phases to conducting a workshop: planning, preparation, and implementation (actually doing it). In addition, once you're done, it's important to follow up with participants to get feedback on the workshop, so you can improve it the next time. We'll look at each of these phases separately.

Planning

Consider your topic.
Consider your audience.

http://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/workshops/main

ACTIVITY 2: TEACHING SCENARIO

AUTHORITY IS CONSTRUCTED AND CONTEXTUAL 

https://www.google.co.za/search?tbm=isch&q=authority&hl=en&authuser=0

Authority of information resources depends upon the resources’ origins, the information need, and the context in which the information will be used. This authority is viewed with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought.
https://senseandreference.wordpress.com/2014/07/22/is-authority-constructed-and-contextual/

DESIGN A TEACHING SCENARIO FOR THE FOLLOWING LEARNING OUT COME:

LEARNING OUTCOMES / KNOWLEDGE PRACTICE

• The student should be able to define different types of authority such as subject expertise, society position or special experience.

• Use markers of authority to determine the credibility of sources
• Recognize that authoritative content may be packaged formally or informally and may include audio, visual an non print sources 

Material needed

• PC with access to the internet
• Books / magazine
• DVDs
• flip chart paper 
• Pens

Activities

•  Learners should critically analyses information recognized that there are different types of authority as markers for example external markers
• Evaluate different kind of authoritative content the information may be in different format like formal and informal 
• The learners must use the PC with internet access by looking at different  websites like Wikipedia, Blog, Facebook, google scholar for information and find if the information is authoritative or not.

Relation

• The group  should use different  sources of information to find authority having also an open mind to conflicting perspective
• By analyzing information learners will be able to use markers like accuracy, reliable, respecting intellectual property.
• Evaluating information content whether it is formally or informally 
• By working in groups learners were able to construct new knowledge

 

FRAME: RESEARCH AS INQUIRY

LECTURE 5
 Threshold concepts suggested by ACRL's taskforce as information literacy standard. RESEARCH AS INQUIRY  refer to an understanding that research is iterative and depends upon asking increasingly complex or new questions whose answers, develop additional questions or lines of inquiry in any field.
The student will be doing a learning scenario about WHY GENETICALLY MODIFIED FOOD ?  

 Investigate this biotechnological crop in terms of health. Find out what forces them to accept the crop. Is it market related ?

LEARNING OUTCOME

The student will be able to:

• Formulate questions for research based on information gaps.
•  Use multiple perspective in this field to broaden up their knowledge
•    Use variety of research method, open mind, open ended questions

ACTIVITY

• The student must read journal articles on GMF from 2000 – 2015 so that they can have broader knowledge about this biotech food.
• Investigate conducting a series of investigation with different groups like communities, farmers, scientist.
• Follow ethical and legal guidelines 

LINKING THE ACTIVITIES

• By reading the articles the students will have a broader knowledge about the research the scholars have done in the past and present, they will able to formulate question based on the gaps.
• They must also focus not only on this field, try and focus on different perspective to find the solutions. having interview with scientist
• Using variety of research methods will give a student more knowledge about their experiences, what does the scientist say about this crop, and the farmers as well as consumers?

 

Curtis, Kynda R., Jill J. McCluskey, and Thomas I. Wahl. "Consumer acceptance of genetically modified food products in the developing world." (2004).

Lusk, Jayson L., et al. "Effect of information about benefits of biotechnology on consumer acceptance of genetically modified food: evidence from experimental auctions in the United States, England, and France." European review of agricultural economics 31.2 (2004): 179-204.

            

FRAME " SCHOLARSHIP AS A CONVERSATION"

Framework for information literacy for high learning " scholarship as a conversation" from a draft

Scholarship is a conversation refers to the idea of sustained discourse within a community of scholars or thinkers, with new insights and discoveries occurring over time as a result of competing perspectives and interpretations.



ARCL is a guideline in teaching and research are social process involving dialogue through discussion, , thinking reading and writing. They are also situated in a specific cultural practices, which tend to be negotiated in disciplinary communities. scholarly entails  contesting and reframing perspectives within a field.


 https://www.youtube.com/watch?v=LT86Np7NW1Q https://www.youtube.com/watch?v=LT86Np7NW1Q

The student will be reading articles on "Genetically modified food" focusing on health issues, especially on young and elderly people.

 

 LEARNING OUTCOMES

• students will be able to critically evaluate scholars
• student must engage in scholarly conversation with conflicting ideas
• student can develop ideas , debate , weigh against one another , use social media as platform, like Blog,

ACTIVITIES

• The students must read two journal articles on Genetically Modified Food and two articles in magazine from 2010 - 2015
• read different scholars that are peer reviewed by other scholars on the same discipline.
• Critically evaluate and analyse the information on Blog , motivate your comments

ACTIVITY relates to KNOWLEDGE PRACTISE OR DISPOSITIONING

•  By reading these two articles identify the contribution that a particular articles, books and other scholars make to disciplinary knowledge.
• By reading articles that are peer reviewed by other scholars, their knowledge practise is they recognised, they enter into an ongoing scholarly conversation.
•   The value use-generated continue and critically evaluate contribution made by others

Edward, C.2010.Gene Genies, Engineering & Technology 24-25 2p.
 Koberstein, Paul. 2015. The GMO Industry;s War on Science 48-51 4p.

Lecture 3 : THRESHOLD CONCEPT



 

Reflection on Tuesday's lecture which was created by Meyer and Land. To hear that 2015 is first class to be taught INFORMATION LITERACY. Let me say we are very fortunate . As future librarians . we can implement what we have learn into our various libraries. The lecture explain the threshold concept , which formed a framework for information literacy for high education which guided by ACRL.

 The Threshold Concept , I understand as passage that a learner go through it. There are six frames which is named after a particular threshold that is: scholarship is a conversation researchers as inquiry , authority is structured and contextual, information creation as a process , Information has a value and searching as exploration.

There are characteristics and features of threshold concept. Mrs Mohamed explain the following threshold concept's feature : Transformative , Integrative, Irreversible , Bounded, and Troublesome. The learner change to new ways of thinking , practising, understanding and adapting to change. As The learner's view change it integrate with other sources. Since the threshold concept changes the leaner, the learner now is acting like a professional. For example I am doing a LIS. I am thinking like a librarian. What the learner have acquire can not be reversed or unlearned. The learner have empowered himself . the learner is able to be involved in discussion, reading and writing. It the duty of the teacher librarian to encourage the learner to use different sources and recognise those sources.
I find this pic very much interesting as the bird fly from the dark to the light.


http://strathprints.strath.ac.uk/id/eprint/35797


This link is about various writers from different disciplines, for all those concerned in  teaching and  learning in High Education.

information-literacy.blogspot.com/.../threshold-concepts-in-information
Sheila Webber's blog

Reflecting on the specific contexts and environments in which they work, participants will share their interpretations and applications of the Framework. In addition to engaging in readings and discussions related to the Framework, individuals will develop an instructional activity or lesson plan that relates to one or more of the ACRL Framework’s threshold concepts



 

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