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Projects / Programmes source: ARIS

Some Aspects of Information Literacy

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Research activity

Code Science Field Subfield
5.01.01  Social sciences  Educational studies  Pedagogy 

Code Science Field
H100  Humanities  Documentation, information, library science, archivistics 
S260  Social sciences  Psychology 
Keywords
information literacy, cognition, learning, library skills, information skills, information technology, school library, human-computer interaction, OPAC
Evaluation (rules)
source: COBISS
Evaluation of bibliographic research performance indicators according to ARIS methodology
Citations Citations for bibliographic records in COBIB.SI that are linked to records in citation databases
source: WoS source: Scopus source: COBISS
Researchers (5)
no. Code Name and surname Research area Role Period No. of publications
1.  01132  MSc Marjeta Cerar  Educational studies  Researcher  1998 - 2000  33 
2.  03488  PhD Darja Piciga  Educational studies  Head  1998 - 2000  255 
3.  05271  PhD Jože Urbanija  Historiography  Researcher  1998 - 2000  324 
4.  16231  Saša Zupanič  Historiography  Researcher  1998 - 2000  53 
5.  12201  PhD Martin Žnideršič  Historiography  Researcher  1998 - 2000  346 
Organisations (2)
no. Code Research organisation City Registration number No. of publications
1.  0553  Educational Research Institute  Ljubljana  5051614000  7,054 
2.  0581  University of Ljubljana, Faculty of Arts  Ljubljana  1627058  97,976 
Abstract
Information literacy is one of conditions for a successful transition of Slovenia to the post-industrial era. On the basis of critical analyses of different conceptualizations od information literacy and on the basis of some comparative studies, factors and processes, connected with the development of information literacy (within the library and information services and in a broader context) are being studied, as well as some effects of this development. A programme for systematic development of information literacy is being constructed. Information literacy has been defined as the subordinate notion of all other types of literacy; the neccessary cognitive processes for a successful execution of specific phases within the information retrieval were elaborated. Possible cosequences of information illiteracy were described. The outline of cognitive approach to teaching information literacy skills includes the principles of the constructivist paradigm of learning. In the cognitive analysis of the COBISS/OPAC system, the users point of view is adopted. The Johnson-Laird’s theory of mental models (in information retrieval proposed by Borgman), and individual differences theory are applied. On the bases of contemporary findings on information literacy development, as well as on the basis of comparative and empirical studies, a school programme for developing information and literacy skills has been outlined.
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