Information Literacy | Open Access Articles | Digital Commons Network™
Application Of Cognitive Apprenticeship Model (Ca) To Library Instruction, Elizabeth K. Tompkins 2016 CUNY Kingsborough Community College Application Of Cognitive Apprenticeship Model (Ca) To Library Instruction, Elizabeth K. Tompkins Publications and Research The cognitive apprenticeship model, which links apprenticeship-learning techniques and classroom practices, offers a flexible framework for planning and implementing library sessions. Arabic Manuscript And Islamic Heritage In Northern Nigeria: A Study Of The Contribution Of Selected Ulama’A In Adamawa Emirate, Musa Salih Muhammad 2015 Arewa House Archives, Center for Historical Documentation and Research Ahmadu Bello University, Kaduna -Nigeria Arabic Manuscript And Islamic Heritage In Northern Nigeria: A Study Of The Contribution Of Selected Ulama’A In Adamawa Emirate, Musa Salih Muhammad Musa Salih Muhammad Arabic Manuscript is a veritable tool for the generation of new knowledge. Andrews University University of Nevada, Las Vegas
MLA / APA / Chicago Bibliography Composer, Notecards, Outlining
Information Literacy Competency Standards for Higher Education | Association of College and Research Libraries (ACRL)
The Information Literacy Competency Standards for Higher Education (originally approved in 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force. This document (and the PDF) will remain on the website until July 1, 2017 to allow for the transition to the Framework for Information Literacy for Higher Education. ACRL is developing resources to assist librarians in using the Framework. Introduction Information Literacy Defined Information Literacy and Information Technology Information Literacy and Higher Education Information Literacy and Pedagogy Use of the Standards Information Literacy and Assessment Standards, Performance Indicators, and OutcomesStandards for Proficiencies for Instruction Librarians and Coordinators: A Practical Guide Information Literacy Defined Information literacy forms the basis for lifelong learning. Information Literacy and Information Technology Notes
Bibliotic ALFIN
From bibliometrics to altmetrics
A changing scholarly landscape When future Science Citation Index founder Eugene Garfield first came up with the idea of journal impact factor in 1955, it never occurred to him “that it would one day become the subject of widespread controversy.”1 Today, techniques for measuring scholarly impact—traditionally known as bibliometrics —are well known for generating conflict and concern, particularly as tenure-track scholars reach beyond previously set boundaries of discipline, media, audience, and format. As faculty at universities around the world struggle to find new ways of providing evidence of their changing scholarly value, many librarians have stepped forward to help negotiate the landscape of both traditional impact metrics, such as h-index and journal impact factor, and emerging Web-based alternatives, sometimes called altmetrics, cybermetrics, or webometrics. General resources Google Scholar Citations. Altmetric resources Altmetrics.org. Impact Story. Scholarly peer networks
Guidelines on Information Literacy for Lifelong Learning
by Jesús Lau Final Draft These guidelines have been compiled by the Information Literacy Section (InfoLit) of IFLA with the aim of providing a pragmatic framework for those professionals who need or are interested in starting an information literacy program. The guidelines will aid information professionals engaged in educational programs, i.e., basic and higher education, in their efforts to meet their current information needs. However, most of the concepts, principles and procedures can be applied with minimal adaptation to any library setting. Information skills are vital to the success of lifelong learning, employment, and daily interpersonal communication of any citizen, such as when a person needs information about health services for someone in his/her care, or a student requires specific information to complete an assessment. Electronic Versions Original Language English Translations
Overview | Article Level Metrics
Article-Level Metrics measure the dissemination and reach of published research articles. Traditionally, the impact of research articles has been measured by the publication journal. But a more informative view is one that examines the overall performance and reach of the articles themselves. Article-Level Metrics are a comprehensive set of impact indicators that enable numerous ways to assess and navigate research most relevant to the field itself, including: usagecitationssocial bookmarking and dissemination activitymedia and blog coveragediscussion activity and ratings Article-Level Metrics are available, upon publication, for every article published by PLOS. PLOS ALMs include: The full ALM data set, which is updated monthly as a .csv file, is always freely available online for all PLOS-published articles. Article-Level Metrics are valuable to: Researchers: Research Institutions: Funders: Publishers:
InfoLit Global - Resources from Colombia
(SPANISH) La Universidad de Antioquia –U. de A.– es una de las universidades que en Colombia ha liderado desde hace varias décadas la formulación y desarrollo continuo de los denominados “Programas de Formación de Usuarios”. Este liderazgo en los últimos años, y aún con mucho por hacer, ha vivido un fuerte avance como consecuencia de los procesos de mejoramiento continuo de la calidad (desde la perspectiva de la Norma ISO y de las Acreditaciones Académicas-Institucionales) que la Universidad misma ha asumido, y en forma particular su Sistema de Bibliotecas y la Escuela Interamericana de Bibliotecología –EIB–.
Wettelijk kader
De algemene principes van het auteursrecht zijn terug te vinden in de Wet betreffende het auteursrecht en de naburige rechten van 30 juni 1994 (B.S. 27 juli 1994, hierna “auteurswet” genoemd). De auteurswet werd, om ze aan te passen aan de noden van de informatiemaatschappij, grondig gewijzigd in 2005 door de wet van 22 mei 2005 houdende omzetting in Belgisch recht van de Europese Richtlijn Informatiemaatschappij 2001/29 (B.S. 27 mei 2005) Er bestaat geen lijst van soorten werken die auteursrechtelijk beschermd worden. De auteurswet spreekt enkel in vage bewoordingen over “werken van letterkunde of kunst”. Zintuiglijk waarneembaar houdt in dat ideeën op zich nooit auteursrechtelijk beschermd kunnen worden, ook al zijn ze origineel. Originaliteit houdt dan weer in dat het werk het resultaat moet zijn van een intellectuele inspanning van de auteur en dat de persoonlijke inbreng van de auteur terug te vinden moet zijn in het werk. Enkele relevante uitzonderingen:
