New blog post: A conversation with you about health literacy http://t.co/2bvHIbhK7o
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As Silicon Republic’s Women Invent Tomorrow campaign continues to champion great role models in and from Ireland, we publish part 2 of our listing of some of the leading women in the areas of science, technology, engineering and maths.
From world-beating academics, to inspiring science communicators, from tech business leaders to early entrepreneurs, we were truly spoilt for choice, so here we publish the second of two lists of some of Ireland’s leading women in the knowledge economy. You can still check out Women Invent: 100 top women in science, technology, engineering and maths – Part 1.
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Women Invent: 100 top women in science, technology, engineering and math | Part 2 | Siliconrepublic.com
Learning from Recent British Information Literacy Models: A Report on Didactics and Technology in Education curated by Rui Guimarães Lima (Learning from Recent British Information Literacy Models: A Report | @scoopit via @mjspinto
The results of a study of information seeking behaviour of inter-disciplinary academic and postgraduate researchers are reported.
Although numerous models exist to support the development of information literacy skills, most were designed to support 20th-century technologies and pedagogies. It is widely accepted that information literacy models needs to adapt and develop in response to changes in both technology and pedagogy, but the nature of this development is, as yet, uncertain. iTEC (Innovative Technologies for Engaging Classrooms) is a major EU-funded project attempting to bring about transformation in learning and teaching through the strategic application of learning technology. In this article, findings from the evaluation of iTEC are used to consider how effectively information literacy models which are currently available can support emerging technologically-engaged pedagogies. These findings suggest that an information literacy model for the 21st century needs to be flexible, suited to collaborative work and most importantly acknowledge and support students as creators of knowledge, not simply consumers.
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