This paper contends that political literacy and information literacy are compatible concepts that are inextricably linked and should therefore be taught and stressed simultaneously to students in the classroom. Improving the information literacy and political literacy skills of students will allow them to not only perform better academically, but also empower them to become better citizens who form opinions and make decisions based on appropriate and quality information.
We define quantitative map literacy (QML), a cross between map literacy and quantitative literacy (QL), as the concepts and skills required to accurately read, use, interpret, and understand the quantitative information embedded in a geospatial representation of data on a geographic background. Long used as tools in technical geographic fields, maps are now a common vehicle for communicating quantitative information to the public. As such, QML has potential to stand alongside health numeracy and financial literacy as an identifiable subdomain of transdisciplinary QL. What concepts and skills are crucial for QML? The obvious answer is, "It depends on the type of map." Therefore, our first task, and the subject of this paper, is to develop a framework to think and talk about the panoply of maps in a way that permits us to consider the range and distribution of QML content. We use an equilateral triangular plot to conceptualize maps in terms of locational information (L), thematic information (T), and generalization-distortion (G-D), and parameterize the plot with an L/T ratio (horizontal; reflecting the historical practice of cartographers to distinguish locational-reference maps from thematic maps) and G-D levels increasing from base to apex. We show positions for a wide variety of maps (e.g., topographic maps, weather maps, engineering-survey plots, subway maps, maps of air routes, a cartoon map of Orlando for tourists, driving-time maps, county-wide population maps, county-wide multivariable population and income maps, world political map, land use maps, and cartograms). The analysis of how these maps vary across the triangle allows us to proceed with an examination of how QML varies across the panoply of maps.
We define quantitative map literacy (QML), a cross between map literacy and quantitative literacy (QL), as the concepts and skills required to accurately read, use, interpret, and understand the quantitative information embedded in a geospatial representation of data on a geographic background. Long used as tools in technical geographic fields, maps are now a common vehicle for communicating quantitative information to the public. As such, QML has potential to stand alongside health numeracy and financial literacy as an identifiable subdomain of transdisciplinary QL. What concepts and skills are crucial for QML? The obvious answer is, "It depends on the type of map." Therefore, our first task, and the subject of this paper, is to develop a framework to think and talk about the panoply of maps in a way that permits us to consider the range and distribution of QML content. We use an equilateral triangular plot to conceptualize maps in terms of locational information (L), thematic information (T), and generalization-distortion (G-D), and parameterize the plot with an L/T ratio (horizontal; reflecting the historical practice of cartographers to distinguish locational-reference maps from thematic maps) and G-D levels increasing from base to apex. We show positions for a wide variety of maps (e.g., topographic maps, weather maps, engineering-survey plots, subway maps, maps of air routes, a cartoon map of Orlando for tourists, driving-time maps, county-wide population maps, county-wide multivariable population and income maps, world political map, land use maps, and cartograms). The analysis of how these maps vary across the triangle allows us to proceed with an examination of how QML varies across the panoply of maps.
Der Beitrag diskutiert die Data-Literacy-Charta des Stifterverbandes aus einer medienwissenschaftlichen Perspektive. Er formuliert eine Sichtweise, in der Daten nicht nur individuellen, sondern auch kollektiven Verantwortlichkeiten unterliegen. Daten lassen sich als ein gemeinschaftliches, sozial zu verhandelndes Gut lesen. In ihnen sind historische und sozio-politische Umstände eingeschrieben. Die Frage lautet: Was bedeutet esin, als und durch Daten zu sein? Der Beitrag wurde im Open-Media-Studies-Blog der Zeitschrift für Medienwissenschaft erstveröffentlicht: https://zfmedienwissenschaft.de/online/open-media-studies-blog
Across Europe and beyond, the promotion of media literacy, for children and adults, has acquired an important public urgency. Traditional literacy is seen to be no longer sufficient for participation in today's society. Citizens need to be media literate, it is claimed, to enable them to cope more effectively with the flood of information in today's highly mediated societies. As teachers, politicians and policy makers everywhere struggle with this rapid shift in media culture, greater responsibility is placed on citizens for their own welfare in the new media environment. Media literacy is therefore all the more essential in enabling citizens to make sense of the opportunities available to them and to be alerted to the risks involved.
The paper considers the substantive part of the legal culture. Also in the paper comprehensively researched to the legal literacy. The main conclusions and points the author may be used in the formation and development of legal culture, to increase the legal awareness and legal education of Kazakh society.
In: Sorensen , K & Brand , H 2014 , ' Health literacy lost in translations? Introducing the European Health Literacy Glossary ' , Health Promotion International , vol. 29 , no. 4 , pp. 634-644 . https://doi.org/10.1093/heapro/dat013
Health literacy has gained momentum in the Western world, yet in Europe the concept of health literacy is only marginally integrated in research, policy and practice. The present paper presents how translation may act as an influential factor with regard to integration of the health literacy notion in Europe. This study has compared five data sources that provide translations of health literacy: The European Union's Health Strategy; the translations applied in the European Health Literacy Project; national health expert opinions and Google Translate. The comparison integrated Peter Fawcett's translation techniques as a framework for analysis. The results showed a total of 28 translations: 22 from the European Union Health Strategy; 6 from the HLS-EU project; 17 from experts; 25 from Google Translate. Some countries are consistent in translations of health literacy, other countries diverge, the reasons being that health literacy is not yet mainstreamed and the translations are primarily driven by a latent polarized discourse of the concept of literacy. The study showed that translations in general reveals enriched insights in the cohesion of health literacy as one notion and provides the European Health Literacy Glossary that can inform health professionals, academia and decision-makers to further advance health literacy across Europe.
Information literacy has become a large topic in libraries while statistical literacy is at most of secondary concern in library services. The article introduces the design of the online self-learning course "Daten und Statistiken recherchieren und nutzen" ("Searching and using data and statistics") at the Duisburg-Essen University Library to show how an online course may fill the gap between reference services and courses about statistical methodology. With emphasis on the responsible librarians' perspective and especially the didactical analysis and decisions, it is installed as numerical data service similar to subject guides. By using the learning management system Moodle, the course addresses students who study economics, political, or social sciences and plan to write an empirical paper. Während sich die Informationskompetenzunterstützung in unterschiedlichen Dienstleistungsausprägungen in Bibliotheken etabliert hat, spielt das Komplement Statistikkompetenz dort höchstens eine untergeordnete Rolle. Der Aufsatz erläutert die Erstellung des Online-Selbstlernkurses "Daten und Statistiken recherchieren und nutzen" an der Universitätsbibliothek Duisburg-Essen und zeigt, wie ein solcher Onlinekurs eine Brücke zwischen den beiden Kompetenzen und insbesondere den Auskunftsdiensten der Bibliothek und der statistischen Methodenlehre schlagen kann. Der Aufsatz berücksichtigt vor allem die Anwendersicht unter Bezug auf die didaktischen Analysen und Entscheidungen beim Design des an Subject Guides/Forschungsführern orientierten Moodle-Kurses für die Zielgruppe Studierende der Wirtschafts-, Sozial- und Politikwissenschaften.
A recent report from the UN makes the case for "global data literacy" in order to realise the opportunities afforded by the "data revolution". Here and in many other contexts, data literacy is characterised in terms of a combination of numerical, statistical and technical capacities. In this article, we argue for an expansion of the concept to include not just competencies in reading and working with datasets but also the ability to account for, intervene around and participate in the wider socio-technical infrastructures through which data is created, stored and analysed - which we call "data infrastructure literacy". We illustrate this notion with examples of "inventive data practice" from previous and ongoing research on open data, online platforms, data journalism and data activism. Drawing on these perspectives, we argue that data literacy initiatives might cultivate sensibilities not only for data science but also for data sociology, data politics as well as wider public engagement with digital data infrastructures. The proposed notion of data infrastructure literacy is intended to make space for collective inquiry, experimentation, imagination and intervention around data in educational programmes and beyond, including how data infrastructures can be challenged, contested, reshaped and repurposed to align with interests and publics other than those originally intended.
The Brazilian government focuses on the economy, thus national education policy is on the back burner, receiving less financial resources. This increases educational problems. Economic development occurs when information literacy is considered important; however we must consider multiple factors such as human and social development which is the outcome of building knowledge. This paper aims to investigate how information literacy is treated in Brazil by means of an in-depth literature review about this topic in the education and policy field and to discuss the current situation regarding initiatives that stimulate learning and effective citizenship. Afterwards, there is a description of the historical and theoretical aspects of information literacy studies between 2000 and 2013. The article contributes to the elaboration of that topic and it develops the building and dissemination of knowledge around the country.
A recent report from the UN makes the case for "global data literacy" in order to realise the opportunities afforded by the "data revolution". Here and in many other contexts, data literacy is characterised in terms of a combination of numerical, statistical and technical capacities. In this article, we argue for an expansion of the concept to include not just competencies in reading and working with datasets but also the ability to account for, intervene around and participate in the wider socio-technical infrastructures through which data is created, stored and analysed – which we call "data infrastructure literacy". We illustrate this notion with examples of "inventive data practice" from previous and ongoing research on open data, online platforms, data journalism and data activism. Drawing on these perspectives, we argue that data literacy initiatives might cultivate sensibilities not only for data science but also for data sociology, data politics as well as wider public engagement with digital data infrastructures. The proposed notion of data infrastructure literacy is intended to make space for collective inquiry, experimentation, imagination and intervention around data in educational programmes and beyond, including how data infrastructures can be challenged, contested, reshaped and repurposed to align with interests and publics other than those originally intended.
In: Leaning , M 2019 , ' An approach to digital literacy through the integration of media and Information literacy ' , Media and Communication , vol. 7 , no. 2 , pp. 4-13 . https://doi.org/10.17645/mac.v7i2.1931
Digital literacy often serves as an 'umbrella' term for a range of distinct educational practices which seek to equip the user to function in digitally rich societies. This article explores two of these practices, information literacy and media literacy and through an examination of their histories and practices proposes a future direction for digital literacy. The article consists of three main sections. Section one considers the history of information literacy. The gradual development and refinement of information literacy is traced through a number of key texts and proclamations. Section two is concerned with media literacy. It is noted that media literacy education evolved in three broad strands with each pursuing differing political ends and utilising different techniques. The three approaches are still evident and differences in contemporary media education practices can be understood through this framework. The final section argues that while media and information literacy offer much there are deficiencies in both: media literacy lacks a full engagement with the nature of digital technology and how digital technology affords users new communicative practices while information literacy has not fully developed a critical approach in the way media literacy has. It is asserted that integrating and strategically revisiting both approaches offers a digitally aware and critically nuanced direction for digital literacy.
The Brazilian government focuses on the economy, thus national education policy is on the back burner, receiving less financial resources. This increases educational problems. Economic development occurs when information literacy is considered important; however we must consider multiple factors such as human and social development which is the outcome of building knowledge. This paper aims to investigate how information literacy is treated in Brazil by means of an in-depth literature review about this topic in the education and policy field and to discuss the current situation regarding initiatives that stimulate learning and effective citizenship. Afterwards, there is a description of the historical and theoretical aspects of information literacy studies between 2000 and 2013. The article contributes to the elaboration of that topic and it develops the building and dissemination of knowledge around the country.
Informationskompetenz ist heute als Begriff , Konzept und praktisches Tätigkeitsfeld von Bibliotheken weltweit etabliert. Entstehung, Verbreitung und Entwicklung von "Informationskompetenz" im deutschsprachigen Raum stehen in engem Zusammenhang mit dem in den USA und international seit den 1980er Jahren diskutierten und praktisch umgesetzten Konzept der "Information Literacy". Auch wenn die beiden Begriffe in der Regel gleichbedeutend verwendet werden, zeigt ein Vergleich der vorwiegend aus englischsprachigen Ländern – insbesondere den USA, Australien und Großbritannien – stammenden Literatur zur Information Literacy mit deutschsprachigen Publikationen zur Informationskompetenz neben zahlreichen Gemeinsamkeiten auch unterschiedliche Tendenzen und Schwerpunkte, die sich einerseits auf die zeitverschobene historische Entwicklung, andererseits auf unterschiedliche bildungs- und berufspolitische, institutionelle und terminologische Rahmenbedingungen zurückführen lassen. Einige dieser Gemeinsamkeiten und Unterschiede werden aus historischer Perspektive sowie mit Blick auf aktuelle inhaltliche Themen und Desiderate näher beleuchtet.
This thesis is about the Albanian public's understanding and awareness of Information Literacy (IL) and the role of libraries in implementing policies, fostering Life Long Learning (LLL), and IL. Our research, carried out through a questionnaire, targets the national level, but for the purpose of this research , was distributed only in Central Albania. The survey has shown, that the government and its ministries, libraries and universities, lack an understanding of the concept and use of IL. There are no national strategies, programmes, seminars or IL courses offered or planned to be offered yet, within the various curricula. The concept is often confused with Information and Communication Technology (ICT), and libraries also lack the right infrastructure to support the development of a global knowledge society. Our findings and conclusions on the current state of IL, as it affects the daily life of Albanians, shed light on the importance of IL in the future development of Albanian citizens. This study wants to promote a national discussion on IL issues and it will be helpful for the ministries, libraries, universities, as well as other governmental institutions, to prepare "A National Action Plan" for Information Literacy and its future in Albania. New library and education strategies and initiatives will be proposed, including the outlining of changes in curricula, support and advancement, in the following document. Information Literacy is urgently needed in Albania. New realities require new skills to navigate, evaluate and use information. Universities, libraries and library associations, collaborating with other institutions, are crucial in assisting all levels of users in using information properly in professional and daily life decisions. ; Magistrsko delo se ukvarja z raziskovanjem informacijske pismenosti (IP) v Albaniji in vlogo knjižnic pri vzpostavljanju in izvajanju politike opismenjevanja in vseživljenjskega učenja. Uporabljena je bila raziskovalna metoda ankete. Cilj raziskave je bil prispevati nacionalno razpravo o vprašanjih IP in koristiti ministrstvom, knjižnicam, univerzam in drugim državnim institucijam pri pripravi nacionalnega akcijskega načrta za IP in njeno prihodnost v Albaniji. Raziskava je pokazala pomanjkanje razumevanja koncepta IP med raznimi akterji od vlade, ministrstev do knjižnic in univerz. Albanija nima nacionalne strategije niti programov in seminarjev na temo magistrskega dela. Sam koncept IP je pogosto zamenjan z konceptom Informacije in komuniciranje. Tudi knjižnice nimajo ustrezne infrastrukture, da bi razvijale znanje v družbi. Naši rezultati in zaključki o trenutnem stanju IP in njenem vplivu na albansko vsakdanje življenje bodo osvetlili pomen IL v prihodnjem razvoju albanske družbe in albanskih državljanov. Predlagamo nove knjižnice in izobraževalne strategije in pobude, vključno s spremembami v učnih načrtih in drugih dokumentih. Informacijska pismenost je nujno potrebna v Albaniji. Nove razmere zahtevajo nova znanja in spretnosti za navigacijo, vrednotiti in uporabljati podatke. Univerze, knjižnice, knjižnična združenja v sodelovanju z drugimi institucijami so ključnega pomena, da bi se državljane usposobilo za ustrezno uporabo informacij v strokovnih in vsakodnevnih življenjskih odločitvah.