Si può "apprendere" la complessità? Nuove competenze per una Information literacy sensibile al divenire dell'ecosistema informativo
| Main Author: | Testoni, Laura |
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| Format: | Proceeding NonPeerReviewed Book |
| Bahasa: | it |
| Terbitan: |
Fondazione Stelline
, 2016
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| Subjects: | |
| Online Access: |
http://eprints.rclis.org/29127/1/testoni-paper.pdf http://eprints.rclis.org/29127/ |
Daftar Isi:
- This paper analyzes the structure and the origins of the “Framework for Information Literacy for Higher Education” adopted by the ACRL Board, January 11, 2016, with a particular attention to the American and international context.<br/> The goal of the article is to outline the new librarian’s role emerging from the “Framework”. In the “Framework” the librarian is a professional that: • Comes out from the library and reaches out to potential partners in the Campus. • Takes care of the information ecosystem complexity, even if it means to come out from their own “Comfort zone”. • As a “coach” his/her focus is on the “Why” rather than on the “How-to” during the activity of searching for information. As a trainer his/her focus is on the learning processes rather than on the learning outcomes. • Considers him/herself as in a Community of practice with his/her students. • Educates, fosters and motivates his/her students to a responsible and awesome contents creation activity. All those arguments are discussed. At the end of the paper we argued that the Framework asks the librarian to take a step back into the comfortable certainty of relying his/her training activity on some standardized, uniform and defined once and for all learning outcomes. On the other hand the Framework asks the librarian to take a big step forward into teaching and encouraging the students to express themselves in the dramatically changing context of the scientific communication.