Search results

Today’s higher education paradigm places emphasis on the broader context of globalization, economics, the environment, and society. Divergent from traditional silo-based, discipline-specific models, this broad and complex challenge necessitates the continued investigation of innovative interdisciplinary approaches for higher education. The 360 Degree Model for Educating Socially Responsible Global Citizens developed by the authors (360 Global Ed model) addresses these current needs through a structured approach for developing students as global citizens through purposeful engagement (Breitkreuz & Songer, 2015; Songer & Breitkreuz, 2014).

The 360 Global Ed model includes a theoretical framework, educational environment, academic coursework, and evidence-based outcomes. At the core of the model is an international service learning (ISL) experience. The model’s ISL experience provides a collaborative, interdisciplinary classroom environment combined with an authentic international field experience (Songer & Breitkreuz, 2014).

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Research and writing can be challenging tasks for undergraduate students, and evaluating online sources for use in papers can be especially difficult to do well. This chapter discusses a partnership between a library and a writing center to teach writing consultants the basics of the Information Literacy Framework and online source evaluation. This included providing additional education for peer writing consultants. Consultants became more fluent in the aspects of evaluation and provided perspective on how and why undergraduate students struggle with this in the research and writing process, establishing the value of assembling networked pedagogical models for teaching information literacy.

This paper aimed to investigate reading format preference of undergraduate students with regard to various categories of information sources and use of social media information sources for academic and non-academic activities.

An exhaustive literature review was carried out in a very well organised way using total 56 publications which include 48 research papers, four conference papers, two books and two reports, which were selected for analysis on the basis of prescribed data schema and adopting the inclusion and exclusion criteria matching with the research objectives of the study.

Undergraduate students preferred text books in print format for passing the exams, and use of search engines and Internet sites were rated as the most crucial source for the academic information. In particular, Wikipedia, YouTube and Blogs were the most frequently used social media information sources by undergraduate students for their academic activities. However, Facebook and Twitter were most prominently used for social interaction.

The population of the study was restricted to the homogenous group of users, i.e. undergraduate students to examine their choices and preferences for their academic and non-academic activities. Further research studies may be conducted covering the more diverse and heterogeneous user group of postgraduate students and research scholars of different disciplines.

Generally, many previous research studies depicted users' preference for print and electronic media format without paying special attention on the usage of a variety of information sources by user groups. However, the present study is a value addition to the existing literature which emphasised the use of various categories of information sources, particularly by undergraduate students in print and digital format for different purposes in the digital environment. A major shift from the use of print media to digital media to social media information sources by undergraduate students for their academic and non-academic activities.

This paper seeks to highlight elements of and assumptions for an inclusive planning process which guided the transformation of an information commons into a learning commons over a six‐year period. It aims to present case study within the context of the North American higher education environment, in which this example illustrates the shift from a teaching to a learning orientation.

The report illustrates the efficacy of a highly participatory and inclusive planning process which integrates ideas generated by campus stakeholders and beneficiaries – students, professors, and administrators – to redirect campus library activities from service to learning outcomes. The culminating Science Café example suggests the potential of repurposing space, revitalizing relationships, and re‐energizing programming within an academic library.

The case study illustrates the impact of participatory (re)design of library priorities. It demonstrates the new insights produced through expanded campus decision‐making processes. Conference paper and journal article references provide detailed descriptions of consultation and research elements of this six‐year initiative.

The paper provides a campus planning framework for an inclusive learning commons initiative. References to detailed reports in conference presentations, book chapters, and journal papers published in Africa, Australia, Europe, and North America offer transferable guidance for convening campus conversations to repurpose library facilities. This topic is timely, as information and learning commons – originating over 15 years ago in North America – are of growing interest internationally.

The purpose of this paper is to demonstrate how extending social innovation and impact learning to the field was accomplished.

The paper discusses how experiential learning can be adapted to social entrepreneurship education and how to structure the course and deliverables. It highlights the importance of students' selection and preparation.

The paper shares some students' reflections on their fieldwork and how they dealt with new ideas. It also provides three central lessons – “go real”, “go deep”, “get feedback” – that were learned through the experience.

Since information from only one course offering has been reported, a simple generalization should be made cautiously. For this reason, the transferability of this experiential learning course to other regions of the world is discussed and recommendations are offered for educators who want to engage in a successful “boundary‐less classroom.”

Initial evidence is provided that the success of experiential learning in social innovation and impact can be guaranteed by a number of elements, including students' preparation to assist them as they confront challenges found in the field experience. Experiential learning would not be transferable without deep intercultural understanding and a well‐chosen selection of social enterprises and social entrepreneurs with whom to collaborate.

This study aims to investigate the favourable conditions that influence transgenerational value transmission (TVT), value acceptance and value similarity between generations in indigenous African business-owning families.

This study adopts a multiple case study design and draws on semi-structured face-to-face interviews to collect data from participants in seven indigenous Black business-owning families located in South Africa. The software ATLAS.ti was utilised to manage the data and reflexive thematic analysis was undertaken.

The analysis reveal four themes describing how transmission factors facilitate favourable conditions for successful TVT in IBSA business-owning families, namely, authoritarian parenting, a loving and connected family relational climate, the continuous reinforcement of autonomy during childhood development and family authenticity in the face of societies dominant values climate. Furthermore, value similarity is perceived to exist among the different family generations in the business-owning families.

This study is among the first to adopt the value acquisition model to empirically examine successful TVT and examine the extent of value similarity or dissimilarity, using the business-owning family as the unit of analysis. Novel contributions to family business literature and practices are proposing a model for TVT in an African context and studying relationships from a business-owning family perspective. The model for TVT could be used to socialise the NextGen members into value sets and behaviours that help business-owning families preserve their entrepreneurial legacy and family business longevity.