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Standardy i modele kształcenia umiejętności informacyjnych w szkolnictwie wyższym. Cz. 1: Modele i standardy o zasięgu międzynarodowy

100%
J Kurkowska E.
Toruńskie Studia Bibliologiczne
|
2010
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vol. 3
|
issue 2(5)
83-97
EN
The most important information literacy standards and models were presented. Their influence has an international character. The following standards were described: ACRL, CAUL and ANZIIL, IFLA, Big6 Skills model and a proposal of SCONUL. Although there are differences in the way they are presented, all of them reflect similar competences. In some standards the student's or information literate person's attributes were defined. In others, the information literacy was presented as a process.
2
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Program wdrażania szkoleń information literacy w bibliotece akademickiej na przykładzie Biblioteki Uniwersytetu Łódzkiego: omówienie pilotażowego badania ankietowego

88%
Jerzyk-Wojtecka J.
Toruńskie Studia Bibliologiczne
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2012
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vol. 5
|
issue 2(9)
143-156
EN
The introduction of the article shows the basic theoretical issues about implementations of information literacy courses in academic libraries and foreign experience in this matter. Further part of the survey research, in which University of Lodz students took part, is considering their knowledge in information literacy and their willingness to participate in information literacy training. In the last part, there are the author’s conclusions which make the preliminary directives for the created plan of information literacy courses.
3
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Standardy i modele kształcenia umiejętności informacyjnych w szkolnictwie wyższym. Cz. 2: Wybrane modele i standardy europejskie

88%
Kurkowska E. J.
Toruńskie Studia Bibliologiczne
|
2011
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vol. 4
|
issue 1(6)
37-47
EN
The article presents selected information literacy standards and models for students prepared by European library organizations. There are standards from Czech Republic, Germany, Finland, France and Poland. All of them include information skills sets and their indicators, some of them include also some organizational hints. They are general in nature, so they can be applied to various types of schools and courses of education.
4
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THE ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY TO MIDDLE SCHOOL PUPILS – SELECTED ISSUES. (Rola bibliotekarzy w nauczaniu umiejetnosci informacyjnych gimnazjalistow. Wybrane zagadnienia)

75%
Antczak M.
Przegląd Biblioteczny
|
2010
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vol. 78
|
issue 1
58-71
EN
New curriculum introduced to school this year (2009/2010) has cancelled so-called ‘education paths', including ‘Reading and media' path. Its specific content has been incorporated into other school subjects. The author of this paper comments on the education reform and reveals her own anxiety about the results of such changes. She discusses and emphasizes the role of school and public librarians in teaching information literacy to middle school pupils. Appropriate identification of main education objectives is crucial for the success of education. The author claims that teaching community misinterpret the objectives of education, attempting mainly to obtain high percentage of passed exams, and subject teachers are not prepared to teach information literacy. She expands well-known Big 6 Skills model with her own ideas of information literacy skills which should be taught to pupils and stresses the role of librarians in teaching those skills. In the era of ubiquitous plagiarism she suggests librarians should teach issues of information recording and attribution insufficiently covered by curriculum.
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