Integrating information literacy and visual literacy programs in the university curriculum: A course proposal
AIB Studi, ISSN: 2239-6152, Vol: 59, Issue: 2, Page: 163-183
2019
- 15Captures
Metric Options: Counts1 Year3 YearSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
This study is based on the hypothesis that higher education in the 21st century must be developed in the context of the semantic web and knowledge, for this reason the educational model must define precisely what knowledge is and what knowledge is needed, it must define what are the skills to generate knowledge and innovation, it must identify which are the way to developing the skills required by a rapidly evolving of Web to finally determine the best possible educational environment. The aim of the research is to present a proposal for an educational program in information literacy, but with a solid visual (visual literacy) and communicative dimension, consistent with the value that the image, in its different contexts, has acquired in knowledge on the web, such as demonstrates the success of data visualization. The aim of the research, furthermore, is to present the didactic planning of a training course, based on a selection of visual literacy rules of ACRL (2011), the appropriate educational methods, the objectives and the teaching program. From a methodological point of view, the study uses a method based on the analysis of best practices to offer the development of a teaching unit for conceptual training, skills (illustrations) through the development of appropriate exercises, skills (practices) through the proposal of activities designed for classroom processing, a forum for the development of communication skills. The course also offers the development of a self-assessment system based on the type of skills to be assessed, a set of indicators and questions that measure the degree of achievement of the skills through a questionnaire. The result is the presentation of a course of education that can be carried out, as a model, by specialists and professionals.
Bibliographic Details
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know