Relevant bibliographies by topics / Social aspects of Information literacy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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  6. Reports

Academic literature on the topic 'Social aspects of Information literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Social aspects of Information literacy"

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Nord, Martin I. "Understanding Critical Information Literacy through Social Epistemology." Canadian Journal of Academic Librarianship 5 (July 25, 2019): 1–22. http://dx.doi.org/10.33137/cjal-rcbu.v5.28630.

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Critical theoretical approaches to information literacy are an important part of the growing LIS focus on the context of information. This concern for information’s social environment and the awareness of new models of interaction between learners and librarians open the possibility for using social epistemology to better understand information literacy. The concept of social epistemology—the study of the ways in which an individual’s knowledge is shaped by their interactions with the world around them—has long been part of epistemology. However, LIS theorists Margaret Egan and Jesse Shera, who coined the term, intended it to address librarianship specifically. This paper argues that social epistemology is well positioned to strengthen the critical practice of information literacy, based both on the social epistemological characteristics of critical theory and the information literacy aspects of the social epistemology stream in the field of philosophy. A review of the critical theoretical trend in LIS literature on information literacy reveals an already-present social epistemological foundation on which LIS research can build to expand the application of critical theory to information literacy. Placing this literature in conversation with itself illuminates the ways in which engagement with social epistemological concerns is already evolving. This paper then critiques the literature and highlights some concerns. Recognition of these weaknesses in otherwise valuable work alerts us to opportunities for improvement. This paper suggests that future progress will be tied to better understanding of the social context of knowledge.
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Głowacka, Ewa, Małgorzata Kisilowska, and Magdalena Paul. "Information Literacy of Polish Students in Social Sciences and Humanities." Zagadnienia Informacji Naukowej - Studia Informacyjne 56, no. 1(111) (September 1, 2018): 33–51. http://dx.doi.org/10.36702/zin.380.

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PURPOSE/THESIS: The aim was to study information competencies of Polish students of library and information science (LIS), history and journalism with two aspects taken into consideration: students' belief regarding the importance (BIM) of a set of core information competencies, and their self-efficacy (SE) in this field. APPROACH/METHODS: The IL-HUMASS questionnaire, slightly modified, was used. It consists of 26 information literacy aspects divided into four areas: information retrieval, evaluation and processing, and communication skills. RESULTS AND CONCLUSIONS: The results reveal, on one hand, some common attitudes apparently associated with students' current life phase. On the other hand, some differences emerged that can be connected with the field and character of the study. ORIGINALITY/VALUE: The results enable a preliminary evaluation of information literacy of the students in different study fields, as well as the comparison of their attitudes and skills to those of the respondents of similar foreign projects.
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Matteson, Miriam L. "The Whole Student: Cognition, Emotion, and Information Literacy." College & Research Libraries 75, no. 6 (November 1, 2014): 862–77. http://dx.doi.org/10.5860/crl.75.6.862.

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Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students’ information literacy scores. Two studies were carried out with a group of undergraduate students. Correlation and regression analyses revealed that emotional intelligence and motivation significantly predicted students’ information literacy scores. Instruction librarians may consider incorporating greater awareness of the emotional and cognitive aspects of information literacy skill acquisition in their instructional content and delivery.
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Madolimov, Hasanboy Shuhratovich. "FUNCTION OF INFORMATIONAL PUBLICIISTICS AND IMAGE (INFORMATION)." Journal of Central Asian Social Studies 02, no. 03 (May 31, 2021): 84–90. http://dx.doi.org/10.37547/jcass/volume02issue03-a12.

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It is well known that journalism is a unique way of covering social life and is widely used in the press. Journalism is divided into a number of types to cover all aspects of public life. These include socio-political journalism, economic-industrial journalism, journalism reflecting the cultural and spiritual life (there are a number of subtypes, such as scientific journalism, literary journalism, sports journalism, art journalism). There is also a peculiar way of social life, albeit from a socio-political point of view - comic journalism, which illuminates it in a humorous way. In terms of its structure, journalism is divided into informational, analytical and artistic journalism, which depends on how it covers life.
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Kibakin, M. V. "CRITERIA ASPECTS OF SOCIAL DIAGNOSTICS OF FINANCIAL CULTURE OF THE POPULATION OF THE RUSSIAN FEDERATION." Innovatics and Expert Examination, no. 27 (2019): 136–43. http://dx.doi.org/10.35264/1996-2274-2019-2-136-143.

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The article describes the problems of choosing the criteria for success of the system of improving financial literacy of various target groups of residents of Russia. The problems of increasing their relevance in solving the problems of diagnosing individual and group levels of financial literacy, determining its competence, motivational and activity components are shown. The analysis of existing approaches to the use of various indicators and characteristics of financial literacy as the basis of financially literate behavior, as well as an important component of financial culture, is made. The possibility of using the risk criteria of financial behavior of citizens with insufficient financial literacy is indicated. The views on the use of sufficient and necessary criteria for determining the state and dynamics of financial literacy of the population in accordance with the needs of the market, the possibilities of information and communication banking technologies for providing financial services, as well as ensuring the protection of the rights and legitimate interests of the consumers of these services and the prevention of unfair financial practices. The article provides ways to visualize indicators of financial literacy, socio-cultural factors of its determination in order to saturate the state and municipal authorities with management information for the implementation of powers in the financial and economic sphere. The author includes in the article proposals for improving the system of increasing knowledge, skills and competencies among the population on financial issues, creating positive attitudes to actively use the possibilities of the modern financial market to preserve and enhance personal finances, as well as to effectively conduct business.
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Spiranec, Sonja, Mihaela Banek Zorica, and Denis Kos. "Information Literacy in participatory environments." Journal of Documentation 72, no. 2 (March 14, 2016): 247–64. http://dx.doi.org/10.1108/jd-06-2015-0072.

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Purpose – The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research. Design/methodology/approach – This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments. Findings – There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts. Practical implications – Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL. Social implications – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy. Originality/value – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.
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Kolesnichenko, Milana, and Olga Burova. "Social aspects of innovation management in digital sector." SHS Web of Conferences 116 (2021): 00045. http://dx.doi.org/10.1051/shsconf/202111600045.

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Innovation management in the digital sector requires taking into account the institutional, socio-structural and socio-cultural context. The article discusses the thesis about unevenness of digitalization in different spheres of society and for different social groups. The actual implementation and use of innovations in everyday life depends not only on development of infrastructure and digital literacy, but also on emerging social norms, including associated with peculiarities of culture of society, belonging to the “artificial” or “natural” type. Artificial intelligence and digital innovations affect the field of health, human corporeality, bioethics, biosociality, etc. There are new sociological approaches which make it possible to study the management of innovations, for example, atypical sociology, augmented reality, concept of posthumanism, etc. An information policy is needed that allows representatives of social groups to perceive innovations more adequately.
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Mihalis, Athanasios. "Καλλιέργεια πρακτικών ψηφιακού γραμματισμού: δημιουργική πρόκληση για το νέο σχολείο." Preschool and Primary Education 4, no. 1 (May 12, 2016): 165. http://dx.doi.org/10.12681/ppej.242.

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<p> </p><p><span> </span>This paper concerns digital literacy as a main dimension of social literacy in general, and especially as an important aspect of multimodal literacy. The main purpos-es of the paper (on a theoretical level) are the following: a) the definition of the nature and the main aspects and principles of digital literacy, which is regarded as not explicitly and sufficiently defined in an era of information and advanced technology; b) the presentation and analysis of students’ cognitive schemata (formal and content), which are a prerequisite for the cultivation of digital literacy practices, the social and linguistic aspects of digital literacy and the cultural dimension of this kind of literacy; c) the inves-tigation of ways to connect digital literacy and multimodality; d) the description of se-miotic resources and semiotic modes which are the main means for meaning making and meaning making transformation and redesigning, considered within the frame of social semiotic theory; e) finally, the discussion of some dimensions of critical digital literacy in </p><p>educational systems. Additionally, the main aims of the present paper, as a contribution to scientific research in the literacy field, are: a) to investigate the ways digital literacy practices are cultivated in Greek primary and secondary education through content analysis of the Greek language curricula and course books in secondary education and through the critical analysis of educational discourse; b) to present Greek language teachers’ attitudes towards the term and the aspects of multimodality and its location in the Greek educational system (the data about teachers’ attitudes are collected through interviews). The results of the research show that, in Greek education, digital literacy practices are considered to be an intentional process and a system of knowledge and skills (according the autonomous model of literacy) without being viewed in their social and ideological aspects within a communicative and cultural community. The considera-tion of semiotic resources and digital tools as isolated from their social context is in con-trast to language as semiotic mode, which is examined and studied in its social and cul-tural context. Also, language teachers are confused as far as the notion and the aspects of multimodality are concerned. Finally an example is provided of analysing a multimodal text positing an argument, so as to highlight the construction of meaning through a vari-ety of semiotic modes.Using this example, the content and practice of Greek language as an educational subject could be rejuvenated.</p>
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Rafid, Rahmad, and Farizal Khusnul Khotimah. "Interaction analysis on social-education of Indonesian school students: A literacy activity." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 269–80. http://dx.doi.org/10.35912/jshe.v1i4.527.

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Abstract Purpose: The purpose of this study is to analyze the socio-educational interactions between teachers and students. This article also looks at a literacy activity utilized by the teachers and students and their interaction patterns. Research methodology: This research applied a naturalistic approach and descriptive qualitative research design. The data were collected through observation, interviews, and documentation. The data then were analyzed descriptively using the Miles and Huberman analysis model, namely data condensation, data presentation, and concluding. Results: The research results show that to improve student literacy, there were two patterns of interaction: first, a one-way interaction pattern centered on the teacher as a facilitator, corrector, evaluator in literacy activities: second, a multi-directional interaction pattern occurred. Literacy activities aim to train the learners’ ability in reading, understanding and commenting. During the core activities, several aspects of the interactions occur between teachers and students, such as conveying information, explaining, motivating, and proposing to students. At the closing stage of literacy, several aspects of the interaction between teachers and students occur. Making summaries and reading about the literacy activities have provided directions for further literacy activities and conducting evaluations that have been carried out. Limitations: There are limitations to the researcher, so this research is limited to one school only with the object of research on all students and teachers assigned to literacy activities at SMA Negeri 1 Latambaga. Contribution: The study is expected to assist the schools in monitoring the literacy activities and developing student literacy, whereas, for students, this study is expected to improve their literacy and broaden their insights about technological and scientific developments.
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Mou, Xiaobo, and Fang Xu. "Examining the factors influencing information poverty in western China." Electronic Library 38, no. 5/6 (November 26, 2020): 1115–34. http://dx.doi.org/10.1108/el-04-2020-0095.

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Purpose The purpose of this study is to explore the factors impacting information poverty in western China and investigate to what extent these determinants contribute to information poverty in these areas. Design/methodology/approach Structural equation modeling (SEM) technique was used to analyze 232 valid responses collected from a survey to examine the research model and hypotheses in this study. Findings The results indicate that information literacy, information supply and information and communication technologies (ICTs) positively and significantly affect information poverty, while social prejudice and information orientation had no significant effects on information poverty. Practical implications Public libraries, government departments and other institutions should pay attention to the significant impact of information literacy, information supply and ICTs on information poverty and formulate corresponding systems and policies to alleviate or reduce information poverty. Originality/values In the past, few studies have focused on information poverty in western China and most of the existing research on information poverty adopts qualitative research methods, such as interview, systematic literature review and so on, while quantitative research is rare. In addition, the focus of these research studies was on one or two aspects, and a few of them can systematically study the influencing factors of information poverty. Inspired by the theories of information literacy, social prejudice and information poverty, this study comprehensively used a questionnaire survey and SEM to investigate the influences of information literacy, social prejudice, information supply, information orientation and ICTs on information poverty.
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Dissertations / Theses on the topic "Social aspects of Information literacy"

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Sam, Msindisi Scara. "The development and implementation of computer literacy terminology in isiXhosa." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002155.

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Maia, Junot de Oliveira 1987. "Apropriação dos letramentos digitais para participação social mais ampla : um estudo de caso." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269329.

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Orientador: Denise Bértoli Braga
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O presente estudo discute o processo de apropriação das Tecnologias da Informação e da Comunicação (TICs) - e, por conseguinte, dos letramentos digitais envolvidos nesse processo - na busca por entender como elas podem contribuir para uma participação social mais ampla de indivíduos ou cidadãos que pertencem a grupos de periferia, entendendo que, atualmente, é problemático interpretar essa periferia de modo essencializado ou totalizado. O trabalho discute a noção de letramento ideológico defendida pelos Novos Estudos do Letramento e propõe uma reflexão sobre a relevância das tecnologias para os atuais estudos sobre letramentos, incluindo os digitais. Considerando que os indivíduos fazem uso de práticas de letramentos tanto particular como socialmente e focando na situação específica dos grupos economicamente não-privilegiados, a pesquisa considera, inicialmente, a perspectiva certeauniana, que sugere que o homem ordinário, para (re) inventar seu cotidiano, lança mão de táticas para desestabilizar a ordem hegemônica, sustentada por estratégias mobilizadas pelos grupos de poder. Contudo, a concepção binária de De Certeau (2012 [1980]) acerca de estratégias e táticas provou-se limitada para explicar a complexa rede de relações que determina uma periferia simbólica, constituinte da maior parte dos centros urbanos e contexto no qual indivíduos podem participar de diferentes circuitos de socialização. A alternativa teórica encontrada foi a noção de reconversão proposta por García-Canclini (2011 [1997]), entendendo que esta se caracteriza tanto pelo caráter estratégico de ação, como pelo contingencial. O resultado dessas ações é a hibridação das práticas culturais, o que pode se configurar como explicação mais adequada às praticas de letramentos contemporâneas. Para entender como as TICs contribuem para a participação social de indivíduos que compõem essa periferia simbólica, a pesquisa foca no estudo de caso de um jovem chamado Renê Silva, morador de um complexo de favelas brasileiro - o Complexo do Alemão, situado no Rio de Janeiro -, que explora os recursos das TICs a fim de expandir suas possibilidades de participação social. A análise dos dados ilustra diferentes modos pelos quais Renê Silva reconverte uma variedade de letramentos e faz uso de adventos das TICs para alcançar destaque local e global. Desse modo, as reflexões decorrentes do estudo de caso permitem refletir sobre possibilidades de usos das TICs para promover uma educação capaz de formar cidadãos críticos e de ampliar suas chances de participação social, o que seria uma grande contribuição na luta por mudanças relevantes na sociedade
Abstract: The present study discusses the process of appropriation of information and communication technologies (ICTs) - and, therefore, the resulting digital literacies involved in this process - aiming to understand how ICTs may contribute to a broader social participation of individuals or citizens who belong to peripheral groups, understanding that nowadays is problematic to interpret the social periphery in a essentialized or totaled way. The work favors the notion of ideological literacy defended by the New Literacy Studies and reflects upon the relevance of technologies for current studies of literacies including the digital ones. Considering that individuals make use of some literacies practices in very particular and social ways and focusing on the specific situation of underprivileged groups, the research initially takes into consideration the certeaunian perspective which suggests that ordinary man, in order to reinvent his everyday life, uses tactics to destabilize the hegemonic order, underpinned by strategies mobilized by more powerful groups. However, De Certeau's binary conception of tactics and strategies proved to be limited to explain the complex network of relationships that determines a symbolic periphery that constitutes most of urban contexts, where individuals join a variety of social circuits in their processes of socialization. As a theoretical alternative path, the study opts for the notion of reconvertion as proposed by García-Canclini (2011 [1997]) understanding that reconvertion is materialized by both strategic and opportunist types of actions. As a product of these actions a hybridization process is triggered and this may be a better explanation for the contemporary literacy practices. In order to understand how ICTs contribute to the social participation of individuals located at this symbolic social periphery, the research focus on a case study in which a young man named Renê Silva, resident in a Brazilian slum - Complexo do Alemão, in Rio de Janeiro - explores the resources of ICTs to expand his range of social participation. The data analyzed illustrate different ways in which Renê Silva reconverts a variety of literacy practices and makes use of ICTs resources to gain local and global prominence. Taking the result of the data analysis into consideration, the study stresses the possibilities of uses of ICTs to promote an education able to form critical citizens and to amplify their chances of social participation, what would be a great contribution in the quest for relevant social changes in our society
Mestrado
Linguagem e Tecnologia
Mestre em Linguística Aplicada
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Hackmack, Karin Erna. "An investigation into understanding of academic literacies of students registered in Early Childhood Development courses." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013548.

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Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.
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Hatschbach, Maria Helena de Lima. "Information literacy: aspectos conceituais e iniciativas em ambiente digital para o estudante de nível superior." Universidade Federal do Rio de Janeiro / Instituto Brasileiro de Informação em Ciência e Tecnologia, 2002. http://ridi.ibict.br/handle/123456789/722.

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This study outlines historical and conceptual aspects of Information Literacy, focusing their use on the academic environment. It presents the use of the term Information Literacy and the development of this field in Brazil and abroad. It shows actions, in digital environment, developed to the undergraduate student learning on the use of information. It identifies thematic priorities on the tutorials of Information Literacy
Abordagem dos aspectos conceituais e históricos da Information Literacy, enfocando suas aplicações no ambiente acadêmico. Apresenta um levantamento sobre a utilização do termo e o desenvolvimento desta área no exterior e no Brasil. Analisa iniciativas, em ambiente digital, voltadas para a formação do estudante de nível superior para o uso da informação. Identifica as principais temáticas tratadas em tutoriais de Information Literacy
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Chapman, Robert Timothy. "Media literacy in public schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.
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Martin, Susan P. "Young people's sexual health literacy : seeking, understanding, and evaluating online sexual health information." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8528/.

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Background: Improving the sexual health of young people is a key policy focus in Scotland. As the influence of the internet has grown within a rapidly changing health information landscape, so have opportunities for both sexual health promotion, and concerns about the challenges faced by young people in navigating this online environment. This study explores young people’s sexual health literacy (SHL), primarily within this online context. Methods: Paired interviews with friendship groups and observational online activities were used to explore young people’s experiences of finding, understanding and evaluating online sexual health information. A purposive sample of 49 participants (aged 16-19), diverse in terms of gender, sexuality and religion, were recruited from across Scotland from areas that varied in terms of deprivation and urban/rural classification. Findings: Participants varied in their confidence and ability to find and identify reliable information, and typically regarded identifying and filtering reliable sources as challenging. Barriers to accessing information on websites included: inaccessible language; inappropriate or non-relatable information; and websites that were difficult to navigate or did not function correctly. Concerns about stigma and ‘being seen’ seeking sexual health information was a key barrier. Stark differences, often mediated by gender, sexuality and educational circumstances, emerged in perspectives towards accessing sexual health information and support online. Findings suggest that different social media platforms present different opportunities and challenges; for example, social content sharing services such as YouTube may be useful venues for developing critical SHL, while social networking sites such as Facebook, may be less suitable to user’s active engagement in identity construction. Dissatisfaction with school-based sexual health education appears to be a catalyst for online information-seeking, but school-based sexual health education did little to equip young people to use the online environment effectively. Conclusions: Gender, sexual identity, stigma, structural factors and social support converge and intersect around young people’s SHL. A broad range of targeted interventions are needed to improve SHL, focusing on overcoming stigma, presenting positive messages and developing interactive and critical skills. Schools could do more to develop SHL skills, including teaching the digital and critical skills to seek and appraise online information. Expanding online sexual health services may effectively complement traditional services and encourage uptake, but it is essential that research establishes a robust, comprehensive conceptualisation of SHL, and develops measurement tools specific to SHL such that interventions can be evaluated and refined.
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Ding, Yan Zhe. "E-health literacy in Mainland China :validation of the E-health Literacy Scale (eHEALS) in simplified Chinese." Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690768.

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Cutz, German. "Reasons for the nonparticipation of adults in rural literacy programs in Western Guatemala." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063422.

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In a literature review of adult education research, three characteristics were found in studies on illiterate adults' nonparticipation: a) information has been gathered from participants in literacy programs, b) participants were considered low-literate adults or those who did not finish high school, and c) participants were surveyed through a questionnaire or telephone interviews.This study, however, involved ten illiterate adults (2 women and 8 men) who had not attended school or participated in literacy programs. The research question was: Why do adults not participate in rural literacy programs in western Guatemala? Thirty-eight ethnographic interviews were conducted from November 1996 to January 1997 in Nimasac and Xecaracoj, two villages located in western Guatemala, Central America.Twelve reasons for nonparticipation in literacy programs were described by the informants: 1) / have to work to earn money, 2) / do not like to work [learn] in groups, 3) / do not go to literacy programs because of my personal necessities [obligations], 4) / have been left out, 5) going to school is a waste of time, 6) / fear going to a literacy program, 7) / have no time, 8) the reason is machismo, 9) literacy is not work fit does not produce income], 10) my age is the problem, 11) / got pregnant, and 12) / do not go to a literacy program because of my husband's irresponsibility.An underlying construct for the reasons for nonparticipation, however, showed that the twelve reasons were reinforced at four levels, 1) individual, 2) family, 3) community, and 4) national. A set of interwoven relationships among the four levels, helped to explain that reasons for nonparticipation were constructed by rural Guatemalans.Indigenous people's identities and the preservation of their traditional values such as their native languages, clothing, obedience, respect and submission were the major factors that reinforced rural illiterates nonparticipation in formal education in western Guatemala.Illiteracy was not strictly an educational, but cultural, social, economic and political problem. Generalizing that both literates and illiterates valued education and needed the same skills, knowledge and abilities to become the "standard functional literates" has denied the existence of illiterate adults' culture, context, and needs.
Department of Educational Leadership
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Fujino, Koichi. "Social Combination| Teaching Two Fa(u)lkners and Digital Literacy." Thesis, Indiana University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736801.

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This dissertation explores the ways to teach the literary works of William Clark Falkner and William Faulkner to ESL (English as a Second Language) students in today’s digital environment. William Faulkner’s great-grandfather, William Clark Falkner, wrote romantic literary works, and William Faulkner critically uses the motifs of his great-grandfather’s works to establish his literary world. Applying Bakhtin’s dialogical theory, this study explores how these two authors imagine the social formations of the American South differently in their literary works. The coined term, social combination—which is defined as the individuals’ mutual effort to have equal relationships for a certain time—is used as a key term to examine how these two authors depict the characters’ personal relationships. William Faulkner employs his characters’ social combination as a resistance against the American South’s romantic illusions that are represented by William Clark Falkner’s literary works. William Faulkner’s historical perspective is beneficial for today’s ESL students, who explore their new egalitarian formations in their digitally expanded world. The last part of this study outlines how an American literary teacher can connect the works of William Clark Falkner and William Faulkner when teaching ESL students by using today’s digital environment. Using three digital platforms—Moodle, WordPress, and Google Drive—a teacher composes egalitarian relationships among class members and inspires students’ autonomous discussion on these two authors’ works. Through these activities, ESL students are expected to comprehend that the literature of the American South is not only the historical development of the foreign region, but the phenomenon that is connected to their own social formations.

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Britz, J. J. "A critical analysis of information poverty from a social justice perspective." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07212007-122555.

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Books on the topic "Social aspects of Information literacy"

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Gregory, Lua, and Shana Higgens, eds. Information Literacy and Social Justice: Radical Professional Praxis. Sacramento, CA: Library Juice Press, 2013.

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Digital literacy: Tools and methodologies for information society. Hershey PA: IRM Press, 2008.

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Neely, Teresa Y. Sociological and psychological aspects of information literacy in higher education. Lanham, Md: Scarecrow Press, 2002.

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Literacy, American Library Association Presidential Committee on Information. American Library Association Presidential Committee on Information Literacy: Final report. Chicago: American Library Association, 1989.

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Ernst, Martin L. Shaping the nature of future literacy: A synopsis. Cambridge, Mass: Program on Information Resources Policy, Harvard University, Center for Information Policy Research, 1996.

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Association, Information Resources Management. Digital literacy: Concepts, methodologies, tools, and applications. Hershey, PA: Information Science Reference, 2013.

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Literacy for sustainable development in the age of information. Clevedon [England]: Multilingual Matters, 1999.

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Alfabetización informacional: Análisis y gestión. Buenos Aires: Alfagrama, 2007.

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Contaldo, Alfonso. La società dell'informazione in movimento: Tra speranze e nuove illusioni. Roma: SEAM, 1996.

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Greif, Hajo. Cultures of participation: Media practices, politics and literacy. Frankfurt am Main: P. Lang, 2011.

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Book chapters on the topic "Social aspects of Information literacy"

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Gambrell, Linda B., Katherine Corbett, Koti Hubbard, Lorraine A. Jacques, and Leslie Roberts. "Young Children’s Motivation to Engage in Social Aspects of Reading." In Literacy Studies, 99–113. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7_6.

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Leung, Billy Tak Hoi, Jingzhen Xie, Linlin Geng, and Priscilla Nga Ian Pun. "Information Literacy Resources in the Social Sciences." In Transferring Information Literacy Practices, 75–162. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7743-3_6.

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Saunders, Laura. "Re-Framing Information Literacy for Social Justice." In Information Literacy: Key to an Inclusive Society, 56–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_6.

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Lacković, Stjepan. "Ideological Views, Social Media Habits, and Information Literacy." In Information Literacy: Key to an Inclusive Society, 66–75. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_7.

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Kane, Sharon. "Affective and Social Aspects of Learning and Literacy in the Disciplines." In Literacy and Learning in the Content Areas, 35–69. Fourth Edition. | New York : Routledge, 2019. | “Third edition published by Holcomb Hathaway 2010”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206914-3.

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Pingo, Zablon, and Bhuva Narayan. "Privacy Literacy and the Everyday Use of Social Technologies." In Communications in Computer and Information Science, 33–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_4.

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Chi, Ed H., Peter Pirolli, and Shyong K. Lam. "Aspects of Augmented Social Cognition: Social Information Foraging and Social Search." In Online Communities and Social Computing, 60–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73257-0_7.

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Ni, Qiufen, Jianxiong Guo, Chuanhe Huang, and Weili Wu. "Community-Based Rumor Blocking Maximization in Social Networks." In Algorithmic Aspects in Information and Management, 73–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57602-8_7.

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Liu, Bin, Xiao Li, Huijuan Wang, Qizhi Fang, Junyu Dong, and Weili Wu. "Profit Maximization Problem with Coupons in Social Networks." In Algorithmic Aspects in Information and Management, 49–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04618-7_5.

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Bredereck, Robert, Jiehua Chen, Falk Hüffner, and Stefan Kratsch. "Parameterized Complexity of Team Formation in Social Networks." In Algorithmic Aspects in Information and Management, 137–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41168-2_12.

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Conference papers on the topic "Social aspects of Information literacy"

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Mojzisova, Adela. "SELECTED ASPECTS OF HEALTH LITERACY OF CLIENTS IN THE CONTEXT OF SOCIAL WORK." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s13.090.

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Syaifullah, Didik, Pratiwi Retnaningdyah, and Lies Lestari. "EFL Teachers Perceptions and Practices of Information Literacy." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.19.

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Manhalova, Jana. "ASPECTS OF HEALTH LITERACY IN THE ROMA POPULATION AND THE CO-OPERATION OF NURSING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s13.073.

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Jin, Wang, and Zhou Hui. "Embedding Information Security Literacy in College Education." In 2017 International Conference on Social science, Education and Humanities Research (ICSEHR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsehr-17.2017.12.

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Zhang, Lishu, Lili Zhao, Ziran Zhang, and Ji Qi. "Research on Information Literacy Standards of Military Flight." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.131.

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Rha, Eun Youp. "Social Aspects of Task-Based Information Seeking Behavior." In the 2018 Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3176349.3176882.

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Averianova, Nina, and Tatiana Voropayeva. "Information Security of Ukraine: Social and Humanitarian Aspects." In 2020 IEEE International Conference on Problems of Infocommunications. Science and Technology (PIC S&T). IEEE, 2020. http://dx.doi.org/10.1109/picst51311.2020.9467940.

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Duan, Songshuang, and Jie Chen. "Research on Social Media Literacy: How College Students Use Weibo." In 2018 International Joint Conference on Information, Media and Engineering (ICIME). IEEE, 2018. http://dx.doi.org/10.1109/icime.2018.00061.

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Wen, Jin. "Research of Information Literacy of Chinese Public Security Management Students." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.89.

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Yuan, Liyan, Zhijun Han, and Liqiang Gao. "Study on the postgraduate information literacy education in the library." In 2013 International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/asshm-13.2013.84.

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Reports on the topic "Social aspects of Information literacy"

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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, Jeetendra Khadan, and Diego A. Vera-Cossio. Suriname COVID-19 Survey. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003266.

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This dataset constitutes a panel follow-up to the 2016/2017 Suriname Survey of Living Conditions. It measures welfare related variables before and after the onset of the COVID-19 pandemic including labor market outcomes, financial literacy, and food security. The survey was executed in August 2020. The Suriname COVID-19 Survey is a project of the Inter-American Development Bank (IDB). It collected data on critical socioeconomic topics in the context of the COVID-19 pandemic to support policymaking and help mitigate the crisis impacts on the populations welfare. The survey recontacted households interviewed in 2016/2017 by the Suriname Survey of Living Conditions (SSLC) and was conducted by phone due to the mobility restrictions and social distancing measures in place. It interviewed 1,016 households during August 2020 and gathered information about disease transmission, household finances, labor, income, remittances, spending, and social protection programs. Data and documentation of the 2016/2017 Suriname Survey of Living Conditions can be found at: https://publications.iadb.org/en/suriname-survey-living-conditions-2016-2017 The survey was designed and implemented by Sistemas Integrales. This publication describes the main methodological aspects, such as sample design, estimation procedures, topics covered by the questionnaire, field organization and quality control. It also presents the structure and codebook for the two resulting publicly available datasets.
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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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Ripoll, Santiago, Jennifer Cole, Olivia Tulloch, Megan Schmidt-Sane, and Tabitha Hrynick. SSHAP: 6 Ways to Incorporate Social Context and Trust in Infodemic Management. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.001.

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Information epidemiology or infodemiology is the study of infodemics - defined by the World Health Organization as an overabundance of information, some accurate and some not, that occurs during a pandemic or other significant event that may impact public health. Infodemic management is the practice of infodemiology and may sit within the risk communication and community engagement (RCCE) pillar of a public health response. However, it is relevant to all aspects of preparedness and response, including the development and evaluation of interventions. Social scientists have much to contribute to infodemic management as, while it must be data and evidence driven, it must also be built on a thorough understanding of affected communities in order to develop participatory approaches, reinforce local capacity and support local solutions.
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Ripoll, Santiago, Jennifer Cole, Olivia Tulloch, Megan Schmidt-Sane, and Tabitha Hrynick. SSHAP: 6 Ways to Incorporate Social Context and Trust in Infodemic Management. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.001.

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Information epidemiology or infodemiology is the study of infodemics - defined by the World Health Organization as an overabundance of information, some accurate and some not, that occurs during a pandemic or other significant event that may impact public health. Infodemic management is the practice of infodemiology and may sit within the risk communication and community engagement (RCCE) pillar of a public health response. However, it is relevant to all aspects of preparedness and response, including the development and evaluation of interventions. Social scientists have much to contribute to infodemic management as, while it must be data and evidence driven, it must also be built on a thorough understanding of affected communities in order to develop participatory approaches, reinforce local capacity and support local solutions.
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Schmidt-Sane, Megan, Tabitha Hrynick, Jennifer Cole, Santiago Ripoll, and Olivia Tulloch. SSHAP: 6 Ways to Incorporate Social Context and Trust in Infodemic Management. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.009.

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Information epidemiology or infodemiology is the study of infodemics - defined by the World Health Organization as an overabundance of information, some accurate and some not, that occurs during a pandemic or other significant event that may impact public health. Infodemic management is the practice of infodemiology and may sit within the risk communication and community engagement (RCCE) pillar of a public health response. However, it is relevant to all aspects of preparedness and response, including the development and evaluation of interventions. Social scientists have much to contribute to infodemic management as, while it must be data and evidence driven, it must also be built on a thorough understanding of affected communities in order to develop participatory approaches, reinforce local capacity and support local solutions.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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Sultana, Munawar. Culture of silence: A brief on reproductive health of adolescents and youth in Pakistan. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1006.

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Previous research on the reproductive health of adolescents and youth in Pakistan has not addressed the diversity of adolescent experiences based on social status, residence, and gender. To understand the transition from adolescence to adulthood more fully, it is important to assess social, economic, and cultural aspects of that transition. This brief presents the experience of married and unmarried young people (males and females) from different social strata and residence regarding their own attitudes and expectations about reproductive health. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented here comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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Perdigão, Rui A. P. Earth System Dynamic Intelligence - ESDI. Meteoceanics, April 2021. http://dx.doi.org/10.46337/esdi.210414.

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Earth System Dynamic Intelligence (ESDI) entails developing and making innovative use of emerging concepts and pathways in mathematical geophysics, Earth System Dynamics, and information technologies to sense, monitor, harness, analyze, model and fundamentally unveil dynamic understanding across the natural, social and technical geosciences, including the associated manifold multiscale multidomain processes, interactions and complexity, along with the associated predictability and uncertainty dynamics. The ESDI Flagship initiative ignites the development, discussion and cross-fertilization of novel theoretical insights, methodological developments and geophysical applications across interdisciplinary mathematical, geophysical and information technological approaches towards a cross-cutting, mathematically sound, physically consistent, socially conscious and operationally effective Earth System Dynamic Intelligence. Going beyond the well established stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid techniques, ESDI paves the way to exploratory and disruptive developments along emerging information physical intelligence pathways, and bridges fundamental and operational complex problem solving across frontier natural, social and technical geosciences. Overall, the ESDI Flagship breeds a nascent field and community where methodological ingenuity and natural process understanding come together to shed light onto fundamental theoretical aspects to build innovative methodologies, products and services to tackle real-world challenges facing our planet.
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Altamirano Montoya, Álvaro, Mariano Bosch, Carolina Cabrita Felix, Rodrigo Cerda, Manuel García-Huitrón, Laura Karina Gutiérrez, and Waldo Tapia Troncoso. 2020 Pension Indicators for Latin America and the Caribbean. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002967.

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The PLAC Network's Pension Indicators are a dataset containing information related to the labor markets and pension systems of the nineteen PLAC Network member countries: Argentina, Bahamas, Barbados, Brazil, Chile, Colombia, Costa Rica, Dominican Republic, El Salvador, Guyana, Haiti, Honduras, Jamaica, Mexico, Panama, Paraguay, Peru, Trinidad and Tobago, and Uruguay. The indicators are divided into five main categories: environment, performance, sustainability, society's preparedness for aging and reform, and pension system design. Each one of these categories are divided into a few subcategories as well. These indicators were constructed with the objective of becoming an important tool for the improvement of the following aspects of pension systems: coverage, sufficiency of benefits, financial sustainability, equity and social solidarity, efficiency, and institutional capacity. An important characteristic of this dataset is the comparability of these indicators since it permits the identification of areas of cooperation and knowledge exchange among countries. The dataset is accompanied by a User's Manual, which can be found in this link https://publications.iadb.org/en/users-manual-idb-plac-network-pension-indicators
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