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Book part
Publication date: 9 January 2012

Daniel G. Dorner, G.E. Gorman and Nicole M. Gaston

Taking as its starting point the view that information literacy (IL) and information literacy education (ILE) are essential for national, social and personal development in…

Abstract

Taking as its starting point the view that information literacy (IL) and information literacy education (ILE) are essential for national, social and personal development in countries of the less developed world, this chapter looks at how context informs our understanding of the nature and process of IL and ILE in developing countries of the Asian region, with particular attention to Cambodia and Laos. The principal focus is on definitional issues related to cultural contexts. From the literature and from personal experience as IL/ILE trainers in SE Asia, we maintain that extant definitions and understanding of IL are principally North American in origin and focus, or largely based on the North American perception of IL and ILE. It was not until the mid-years of the first decade of this century that we saw formal recognition that IL competencies are being applied within cultural and social contexts, and that cultural factors are affecting information literacy. Our chapter contributes ‘on-the-ground’ support for this understanding. During the course of a series of IL/ILE workshops in Cambodia and Laos, a series of ad hoc focus groups was utilised to test the contextual effects on understandings of information literacy; contextualised definitions, each specific to and slightly different for individual countries, were developed. What emerged from the focus group discussions about IL was a series of definitional nuances highlighting these key points: (1) information literacy in definition and practice must be contextually grounded; (2) knowledge creation as a product of information literacy is both knowledge based and problem focused; (3) the contexts of a society must be understood quite specifically; and may be unique to each society; and (4) information literacy involves a continuum that comes from and at the same time enables new learning related to the contextual aspects of information. Given these points, we confirm that traditional definitions of IL are not particularly robust in the context of less developed Asian countries. Further, we conclude that local understanding of IL results in definitions aligned with the realities of specific societies. This in our view leads to more robust, contextualised information literacy education.

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Library and Information Science Trends and Research: Asia-Oceania
Type: Book
ISBN: 978-1-78052-470-2

Book part
Publication date: 22 May 2017

Nicole Gardner-Neblett, Stephanie M. Curenton and Kimberly A. Blitch

The purpose of this chapter is to provide an overview of African American children’s oral language skills with the intention of building the understanding of how these skills…

Abstract

The purpose of this chapter is to provide an overview of African American children’s oral language skills with the intention of building the understanding of how these skills translate to classroom contexts. The chapter also summarizes the goals of the Common Core that are specifically related to speaking and listening and describes how African American children might meet these goals.

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African American Children in Early Childhood Education
Type: Book
ISBN: 978-1-78714-258-9

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Book part
Publication date: 1 August 2004

Nicole S Ofiesh

This chapter presents “what we know” about the application of technology to instruction for students with learning and behavioral disabilities. Information is presented on…

Abstract

This chapter presents “what we know” about the application of technology to instruction for students with learning and behavioral disabilities. Information is presented on research-based effective practices in technological interventions for teaching specific academic skills, delivering content at the secondary level and using technology as a tool for assessment. The chapter concludes with a discussion on Universal Design for Learning and the promises this paradigm holds for educating not only students with special needs, but all learners. The chapter begins where parents and teachers typically begin: the consideration of technology.

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Research in Secondary Schools
Type: Book
ISBN: 978-0-76231-107-1

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Now Hiring
Type: Book
ISBN: 978-1-80262-085-6

Book part
Publication date: 25 November 2019

Marion Müller, Nicole Zillien and Julia Gerstewitz

Although birth-preparation classes are the most important institution for parents-to-be, they have largely been disregarded in sociological research. This empirical study aims to…

Abstract

Although birth-preparation classes are the most important institution for parents-to-be, they have largely been disregarded in sociological research. This empirical study aims to examine the role birth-preparation classes in Germany play in the extensive gendering during the transition to parenthood. We combine ethnography of birth-preparation classes with a content analysis of text material offered by professional associations of midwives. This empirical investigation aims to show that today’s birth-preparation classes highlight differences between men and women as well as between women without children and mothers, interconnect them with gendered attributions of child care and labor and legitimize these differences through naturalization. Thus, birth-preparation classes introduce a gendered distribution of labor as early as the antenatal phase and thereby function as institutions promoting a process of regendering and retraditionalization.

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Childbearing and the Changing Nature of Parenthood: The Contexts, Actors, and Experiences of Having Children
Type: Book
ISBN: 978-1-83867-067-2

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Mixed-Race in the US and UK: Comparing the Past, Present, and Future
Type: Book
ISBN: 978-1-78769-554-2

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The Youth Tourist: Motives, Experiences and Travel Behaviour
Type: Book
ISBN: 978-1-80455-148-6

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Tattoos and Popular Culture
Type: Book
ISBN: 978-1-83909-215-2

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Book part (8)
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