Adler examined personality around the same time as Carl Jung and Sigmund Freud. They worked on some theories together until Adler rejected Freud’s emphasis on sex, and maintained that personality difficulties are rooted in a feeling of inferiority deriving from restrictions on the individual’s need for self-assertion.
agreed with the main assumptions of Abraham Maslow, but added that for a person to “grow”, they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood).
“While a number of respondents believe implementing or improving assessment tools could allow their libraries to better meet users’ information literacy instruction needs, those surveyed already have a number of other ideas on how to achieve this aim,” according to a report on the survey results. “For one, many librarians believe that better integrating information literacy within and across existing curricula would boost their users’ information literacy skills. Similarly, many respondents feel that the answer lies in working more closely with faculty and other instructors — learning about their needs, educating them on the importance of information literacy and the resources the library offers, and encouraging them to include more research-based projects in their coursework.”
more on information literacy in this IMS blog
Joelle Pitts is an Instructional Design Librarian and Associate Professor at Kansas State University Libraries. She is responsible for the creation and maintenance of web-based learning objects and environments aimed at improving the information literacy of the Kansas State University community. She leads the New Literacies Alliance, an inter-institutional information literacy consortium. Her research interests include distance education and e-learning theory and design, library user experience (UX), as well as the design and implementation of games-based learning environments.
Twitter is updating its top search results so that tweets will be ranked based on relevance instead of by time, bringing those search results in line with what users have experienced on their timeline for the past 10 months. Based on early trials, the company claims there has been more engagement in search results and tweets, with more time spent using the service.
In February, Twitter announced that it was shaking up the user timeline for everyone. Previously, it had offered the algorithmic change as an opt-in program, but it became mandatory a month later. The effort was intended to make the service more appealing to new and casual users,
Twitter’s search was broken into various categories, such as most popular or the latest (a live stream), and segmented by people, photos, videos, and more. Now it appears that there’s one more signal being used to algorithmically control how at least the top tweets are shown to you.
more about Twitter in this IMS blog
Topics of the Conference include (but not limited with) the following:
Information literacy in the workplace
Information literacy and employability
Information literacy and workforce development
Information literacy and career readiness
Information literacy and developing critical and creative workers
Information literacy and 21st century workplace
Information usage in the workplace
Information literacy and organisational success
Information literacy and competitiveness
Critical perspectives on workplace information literacy
Information literacy and the neoliberal agenda
Information literacy and digital empowerment
Information literacy and trans/inter/multiculturalism
Information literacy and community engagement
Information literacy and social change
Information literacy and democracy, citizenship, active participation
Information literacy, libraries, the public sphere
Information literacy and lifelong learning
Information literacy in theoretical context (models, standards, indicators)
literacy, visual literacy, health literacy, multi literacy)civic literacy, transliteracy, metaliteracy, e-literacy, digital literacy, computer literacy, scientific iteracy, lInformation literacy and related concepts (transversal competencies, media literacy, data
Information literacy research (research strategies, methodology and methods)
Information seeking and information behavior
Information literacy good practices
Information literacy policies and policy development
Information literacy and libraries Information literacy and LIS education
Information literacy and knowledge management
Information literacy across disciplines
Information literacy in different cultures and countries
Information literacy in different contexts (law, health, etc.)
Information literacy and education
Information literacy education in different sectors (K-12, higher education, vocational education)
Information literacy instruction
Information literacy for different groups (adults, children, young people, disadvantaged groups)
Researchers at the Stanford Graduate School of Education assessed middle, high school and college students on the their civic online reasoning skills, or “the ability to judge the credibility of information that floods young people’s smartphones, tablets and computers.”
The Stanford History Education Group recently released a report that analyzes 7,804 responses collected from students across 12 states and varying economic lines, including well-resourced, under-resourced and inner-city schools.
when it comes to evaluating information that flows on social media channels like Facebook and Twitter, students “are easily duped” and have trouble discerning advertisements from news articles.
Many people assume that today’s students – growing up as “digital natives” – are intuitively perceptive online. The Stanford researchers found the opposite to be true and urge teachers to create curricula focused on developing students’ civil reasoning skills. They plan to produce “a series of high-quality web videos to showcase the depth of the problem” that will “demonstrate the link between digital literacy and citizenship,” according to the report.
The report, “Evaluating Information: The Cornerstone of Civic Online Reasoning,” can be found here.
Just 20% of Americans say they feel overloaded by information, compared with 27% who said they felt overloaded a decade ago, according to data released Wednesday by the Washington, D.C.-based Pew Research Center
more on information overload in this IMS blog: