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Is Information Still Relevant?

Ma, Lia
Information Research: An International Electronic Journal, v18 n3 suppl Sep 2013
Introduction: The term “information” in information science does not share the characteristics of those of a nomenclature: it does not bear a generally accepted definition and it does not serve as the bases and assumptions for research studies. As the data deluge has arrived, is the concept of information still relevant for information science? Analysis: Three conceptual constructs are examined for exploring how information may be a useful concept in information science discourse: “information as data”, “information as processed data”, and “information as justifiable claims”. Conclusion: Information is relevant if it is understood as justifiable claims that shape and are shaped by the standards, rules, and best practices of data preservation, data curation, and other activities in the flood of data. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] Download full text

Information Anxiety and African-American Students in a Graduate Education Program

Katopol, Patricia Fields
Education Libraries, v35 n1-2 p5-14 Sum-Win 2012
Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to “information anxiety” by an examination of the information behavior of black graduate students when using a variety of information resources, including electronic and human. Findings indicate that information anxiety is a continuous element of minority students’ information behavior and creates a barrier to obtaining and using information for academic work. Download full text

Perspectives on Information Literacy: A Framework for Conceptual Understanding

Addison, Colleen; Meyers, Eric
Information Research: An International Electronic Journal, v18 n3 suppl Sep 2013
Information literacy, 40 years since the term was coined, remains a conceptually contested aspect of library and information science research. This paper uses a review of the literature related to the concept of information literacy to identify three different perspectives, their historical origins, and connection to library and information science practice. The three conceptualisations we identify from the literature are: 1) information literacy as the acquisition of “information age” skills, 2) information literacy as the cultivation of habits of mind, and 3) information literacy as engagement in information-rich social practices. The goal of this synthesis is the creation of a stronger, more united field of study, as well as a clearer alignment between information literacy and the formal and informal contexts where people employ and develop information literacy. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]Download full text

A Study on Improving Information Processing Abilities Based on PBL

Kim, Du Gyu; Lee, JaeMu
Turkish Online Journal of Distance Education, v15 n2 p41-52 Apr 2014
This study examined an instruction method for the improvement of information processing abilities in elementary school students. Current elementary students are required to develop information processing abilities to create new knowledge for this digital age. There is, however, a shortage of instruction strategies for these information processing abilities. This research proposes a method for teaching information processing abilities based on a problem-based learning model, and was tested with elementary students. The students developed an improved ability to create new knowledge and to present relationships with information through the process of problem solving. This study performed experimental research by comparing pre- and post-tests with twenty-three fifth grade elementary students over the course of eight months. This study produced a remarkable improvement in information selection, information reliability, information classification, information analysis, information comparison, and information internalization. This study presents an improved methodology for the teaching of information processing abilities. Download full text

Viewing Mobile Learning from a Pedagogical Perspective


Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: “Mobagogy”, a project in which faculty staff in an Australian university developed understanding of mobile learning; and “The Bird in the Hand Project”, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective. (Contains 6 figures and 5 tables.) Download full text

Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)

The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS) analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.Download full text

Mobile Devices: Toys or Learning Tools for the 21st Century Teenagers?

Learning is interwoven in daily life and so it can be take place at anytime and anywhere by using mobile device. In the 21st century, mobile devices have become ubiquitous, affordable and accessible for the teenagers. The teenagers have the opportunity to perform the learning activities by using the mobile devices. However, what are they used their mobile devices for? Many quantitative studies have been done for investigating the perception of technology use in education, but the studies done do not specifically focus on the use of mobile devices into ubiquitous learning by the teenager especially in Malaysia. Therefore, this research is conducted to obtain an in depth understanding of the usage pattern of the teenagers on their mobile devices and to clarify to what extent they used the mobile devices in performing learning activities. The study also analyzes the factors affecting the teenagers from using mobile devices to perform learning and provides a snapshot of how the teenagers perceive the use of mobile devices qualitatively. The study shows that teenagers possessed positive attitudes towards using mobile devices in performing ubiquitous learning. The teenagers perceived that the mobile devices can be used for gaming, entertainment as well as learning because they are very convenient, fast response and easy to use to access to knowledge of information. However, using mobile devices to perform ubiquitous learning is much depends on the individual’s preference, interest and self-motivation. Learning facts, languages and skills using mobile devices are the most preferable activities among the teenagers. Download full text

Mobile Cloud Learning for Higher Education: A Case Study of Moodle in the Cloud

Mobile cloud learning, a combination of mobile learning and cloud computing, is a relatively new concept that holds considerable promise for future development and delivery in the education sectors. Cloud computing helps mobile learning overcome obstacles related to mobile computing. The main focus of this paper is to explore how cloud computing changes traditional mobile learning. A case study of the usage of Moodle in the cloud via mobile learning in Khalifa University was conducted. Download full text

Evaluating Institutional ePortfolio Options: A Process-Driven Approach


  • Christine Lampe


Portfolios can increase learning engagement and continuity between courses, as well as providing evidence of competencies for career development. An institutionally supported ePortfolio system can promote a consistent and transparent process for learners and enable more collaborative development among faculty. It can supply rich data to inform programme development, and evidence of competencies for accreditation. In selecting ePortfolio platforms and tools, care must be taken to ensure that the technologies offer sufficient usability; flexibility in the management and presentation of content; integration with existing technologies; and access to the portfolio for graduates entering the workforce. In this article several key aspects of ePortfolios are highlighted that should be considered in developing an institutional ePortfolio process. A model rubric is identiἀed that could support evaluation of portfolios beyond the programme level. Finally, technical aspects of ePortfolio systems and tools are explored, and possible approaches are suggested.

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Abu Dhabi Men’s College Independent Learning Centre: Reflections on 10 years of innovation


  • Peter Waters
  • John Delahunty


In this article, the authors trace the progress from the initial creation of the Independent Learning Centre (ILC) at Abu Dhabi Men’s College (ADMC) in the United Arab Emirates to some of the multiple functions that the ILC fulἀls at the present time, focusing on student participation that leads to student autonomy. Initially, we will look at how the physical space of the ILC guided and directed the production of online materials. We then look at the online materials created as a logical extension of the ILC learning environment with particular reference to Arab-Emirati students, as well as the integration of the ILC online material into class curricula that the students were, and are, undertaking. Finally, we will look at one teacher’s overall experience of involving students in the ILC as part of their learning process. We will highlight the methodology of introducing the students to these computer-based materials, how students responded to the physical space of a new learning environment, to new materials and to the online access and evaluation of the material. The results of surveys looking at student responses to the use of the ILC materials will be analysed and the history of these materials will be examined as part of the recommendation that such resources need constant updating, and refinement.

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