Vaardig? Een spectrum aan vaardigheden! Van informatie- naar media- naar exploratievaardig? Of e-Research & e-learning literate? Collaboration literate??

Presentatie over: "Vaardig? Een spectrum aan vaardigheden! Van informatie- naar media- naar exploratievaardig? Of e-Research & e-learning literate? Collaboration literate??"— Transcript van de presentatie:

1 Vaardig? Een spectrum aan vaardigheden! Van informatie- naar media- naar exploratievaardig? Of e-Research & e-learning literate? Collaboration literate?? Gusta Drenthe / Erasmus Universiteit Rotterdam Utrecht, 18 februari 2010 Hoe dragen bibliotheken bij aan de kwaliteit van het onderwijs. ©Nozzman 2010

2 Traditionele informatievaardigheden Een informatievaardig iemand:  kan de aard en omvang bepalen van de informatie die nodig is  kan die informatie opsporen  kan die informatie evalueren en verwerken  kan die informatie in een product verwerken  gebruikt de informatie op een integere manier

3 ‘Research & publication cycle’ Encyclopedia of Library and Information Science / http://www.western.edu/academics/library/information-literacy- program/instruction/Scientific%20Information%20Cycle.jpghttp://www.western.edu/academics/library/information-literacy- program/instruction/Scientific%20Information%20Cycle.jpg

4 Informatie- > exploratievaardig? Hoe dan ook: spin in het wetenschappelijke web http://www.surfspace.nl/nl/Columns/Pages/Menstaptnooittweekeerindezelfderivier.aspx Exploration literacy

5 Werking zoekmachines

6 Collaboratories: virtuele werkomgevingen http://www.surfspace.nl/nl/Columns/Pages/Menstaptnooittweekeerindezelfderivier.aspx Exploration literacy

7 Virtuele werkomgevingen

8 Integreren in bibliotheekbeleid

9 Vaardig! ©Nozzman 2010

10 Rol van de bibliotheek In fully transformed scholarly communities librarians should become increasinglyactive in the research process to the point where they are fully integrated within those communities. And if information literacy has been the common ground that has united teachers and librarians in collaborative relationships, then a concept of research literacy or more specifically e- research literacyâ should be used to promote and engage librarians in research collaborations. Research in an ICT environment has become a far more complex process that is no longer adequately expressed by the term research methods. The e-research literate scholar needs to be able to manage many more elements of the wider research environment. This can be achieved by using the skills of librarians to design personal portals and current awareness services, structure access to electronic journals, develop and maintain repositories, manage access to the exploding body of grey literature, and deal with issues of e-data/information management in the grant writing process. Librarians can also promote as a component of e-research literacy the skills required to develop and manage internet based research communities. Whereas the term community once implied a sense of monolithic permanence, these formations are now characterised by their dynamic and provisional nature. It is in the nature of many postmodern, internet-based communities that they will fragment into purpose-specific and temporary teams and networks. Key research skills will be those required in selecting, gaining access to, or building, the e- research teams and networks that can achieve a desired outcome. This will require the inclusion in these formations of participants who can assume responsibility for overseeing effective communications, data-flow and information management. It is a role that librarians are well placed to assume.