Living in an era of global connectivity, e-agoras, e-learning, e-government, e-health and fast ch... more Living in an era of global connectivity, e-agoras, e-learning, e-government, e-health and fast changing mobile technologies we tend to forget that more than 80% of the world’s population who lack jobs, shelter, food, water, health services and have never even heard a dial tone, let alone surfed the Web. Illiteracy especially amongst women is widespread. The gap between the information haves and have-nots is widening. Digital exclusion, which has been noted even among different social groups in advanced economies, presents a huge challenge to international agencies, governments, scientists and educators. The rapid advancement and accessibility of leapfrogging technologies have in the last 10 years presented opportunities to an increasing number of people across the world to participate in e-learning (e.g. MOOCs) and e-democracy (e.g. Arab Spring). In this paper we report on the lessons learned from the Information Literacy movement and the RINGIDEA project in particular and explore w...
2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
ABSTRACT As a result of the widespread, and accelerating, dissemination of digital technologies, ... more ABSTRACT As a result of the widespread, and accelerating, dissemination of digital technologies, there has been a profound effect on how people learn. These effects have been greatly debated over the years. While many educational developers have agree on the effects technologies have brought on educational performance, little attention has been made to the relationship between such technologies effects and individual differences such as individuals who suffer dyslexia. There are readily available Assistive Technologies that offer potential to help students with learning difficulties such as dyslexia. This paper will attempt to tease out these technologies and dyslexia types, hence attempt at providing a solution. The focus should not be on correlating one technology to one disability. Instead of identifying different pedagogical needs such as help with reading and writing. Then, trying to meet those needs by looking at the whole range of ways that available.
Literacy is a fundamental human right. When exercised it improves an individual’s life chances by... more Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results.
In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service.
Living in an era of global connectivity, e-agoras, e-learning, e-government, e-health and fast ch... more Living in an era of global connectivity, e-agoras, e-learning, e-government, e-health and fast changing mobile technologies we tend to forget that more than 80% of the world’s population who lack jobs, shelter, food, water, health services and have never even heard a dial tone, let alone surfed the Web. Illiteracy especially amongst women is widespread. The gap between the information haves and have-nots is widening. Digital exclusion, which has been noted even among different social groups in advanced economies, presents a huge challenge to international agencies, governments, scientists and educators. The rapid advancement and accessibility of leapfrogging technologies have in the last 10 years presented opportunities to an increasing number of people across the world to participate in e-learning (e.g. MOOCs) and e-democracy (e.g. Arab Spring). In this paper we report on the lessons learned from the Information Literacy movement and the RINGIDEA project in particular and explore w...
2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
ABSTRACT As a result of the widespread, and accelerating, dissemination of digital technologies, ... more ABSTRACT As a result of the widespread, and accelerating, dissemination of digital technologies, there has been a profound effect on how people learn. These effects have been greatly debated over the years. While many educational developers have agree on the effects technologies have brought on educational performance, little attention has been made to the relationship between such technologies effects and individual differences such as individuals who suffer dyslexia. There are readily available Assistive Technologies that offer potential to help students with learning difficulties such as dyslexia. This paper will attempt to tease out these technologies and dyslexia types, hence attempt at providing a solution. The focus should not be on correlating one technology to one disability. Instead of identifying different pedagogical needs such as help with reading and writing. Then, trying to meet those needs by looking at the whole range of ways that available.
Literacy is a fundamental human right. When exercised it improves an individual’s life chances by... more Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results.
In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service.
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Papers by Harjinder Rahanu
In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service.
In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service.