Difference between revisions of "Remote Information Literacy Initiatives"
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| − | '''The Importance of Information Literacy to the Indigenous | + | '''The Importance of Information Literacy to the Remote Indigenous Community''' |
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| − | For the last several decades, the question of what information needs and information seeking behaviours of a particular ethnic group in Sarawak has not been aggressively addressed, though its importance is irrefutable to effectively bridging the digital divide between the information rich and information poor. Within this context, information needs refers to a situation whereby the indigenous groups find themselves in a predicament, which requires information which is useful to suit their needs, be it inside and outside their communal bonding. Information seeking behaviours, on the other hand refers to the ways the indigenous groups fulfil their information needs by articulating and making sense of the gathered information to serve their intended ends. Information literacy has been widely known as one of amongst the many ways in | + | For the last several decades, the question of what information needs and information seeking behaviours of a particular ethnic group in Sarawak has not been aggressively addressed, though its importance is irrefutable to effectively bridging the digital divide between the information rich and information poor. Within this context, information needs refers to a situation whereby the indigenous groups find themselves in a predicament, which requires information which is useful to suit their needs, be it inside and outside their communal bonding. Information seeking behaviours, on the other hand refers to the ways the indigenous groups fulfil their information needs by articulating and making sense of the gathered information to serve their intended ends. Information literacy has been widely known as one of amongst the many ways in fulfillment of information needs in which attitude, skills and knowledge (ASK) as information literates are greatly taught and emphasized. |
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| − | Likewise any other indigenous groups in the remote settings all over the world, the Sarawak indigenous such as the Dayak, Orang Ulu, Penan, Punan and many | + | Likewise any other indigenous groups in the remote settings all over the world, the Sarawak indigenous such as the Dayak, Orang Ulu, Penan, Punan and many other tribal groups have no exception in realizing and determining the importance of information literacy to their community. Information literacy is one of the key competencies essential in the present century. According to US National Commission on Library and Information Science, information literacy defined as “it encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand, it is a prerequisite for participating effectively in the information society, and is part of the basic human right of “life-long learning”. It is the ability to gather, organize, filter and evaluate information and to form valid opinions based on the results. |
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'''Remote Information Literacy Initiative Undertaken''' | '''Remote Information Literacy Initiative Undertaken''' | ||
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| + | There have been a number of information literacy initiatives undertaken by PUSTAKA to reach out to the targeted groups, encompassing various demographic, socio-economic and geographical differences to effectively ensuring all individuals in the State have ready and easy access to information and knowledge through PUSTAKA as what PUSTAKA’s target has been spelled out and promoted. Amongst the information literacy initiatives which have been in place are the scheduled user education sessions onsite and offsite the library, Reading Seeds Programme, targeting for parents and children aged between 3 years and below, and ''Lan Berambeh'' (Lets Be Together), just to name a few. ''Kembara Ilmu'' is another information literacy initiative or literally translated into Malay term as the Knowledge Journey. Instances given are the''Kembara Ilmu'' which took place at Long Bedian and Long Laput, the two (2) interior areas of Baram which the Kayan, the tribal group under Orang Ulu indigenous community reside as well as to the Kedayan community in Kuala Sibuti, Miri which is about 2 kilometres away drive from Miri. T | ||
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| + | ''Kembara Ilmu'' is not merely a one off Knowledge Journey, touch and go sort of programme but rather a year, two (2) phases structured programme on the implementation and assessment phases which had been conceptualized and carried out with prioritizing on the actual information needs and imparting attitude, skills and knowledge (ASK) competencies and how it is essentially assist to effectively and efficiently trained the participants to be information literate and ultimately life-long learners. | ||
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Revision as of 14:28, 18 February 2019
Introduction
The needs to be an informed and knowledgeable society are inevitable to almost all ethnicity, tribes, working groups and society at large. Different people have different identifiable information needs necessary to effectively meet the challenges and surroundings which they live in, whether amongst the urban community or remote or rural folks.
The Importance of Information Literacy to the Remote Indigenous Community
For the last several decades, the question of what information needs and information seeking behaviours of a particular ethnic group in Sarawak has not been aggressively addressed, though its importance is irrefutable to effectively bridging the digital divide between the information rich and information poor. Within this context, information needs refers to a situation whereby the indigenous groups find themselves in a predicament, which requires information which is useful to suit their needs, be it inside and outside their communal bonding. Information seeking behaviours, on the other hand refers to the ways the indigenous groups fulfil their information needs by articulating and making sense of the gathered information to serve their intended ends. Information literacy has been widely known as one of amongst the many ways in fulfillment of information needs in which attitude, skills and knowledge (ASK) as information literates are greatly taught and emphasized.
Likewise any other indigenous groups in the remote settings all over the world, the Sarawak indigenous such as the Dayak, Orang Ulu, Penan, Punan and many other tribal groups have no exception in realizing and determining the importance of information literacy to their community. Information literacy is one of the key competencies essential in the present century. According to US National Commission on Library and Information Science, information literacy defined as “it encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand, it is a prerequisite for participating effectively in the information society, and is part of the basic human right of “life-long learning”. It is the ability to gather, organize, filter and evaluate information and to form valid opinions based on the results.
The information literacy has been used as a collective term covering all or several literacies such as computer literacy, digital literacy, interactive literacy, reading literacy, numerical literacy, visual literacy and so forth. The whole concept of information literacy is to move from text-based learning to resource-based learning. <ref>
Remote Information Literacy Initiative Undertaken
There have been a number of information literacy initiatives undertaken by PUSTAKA to reach out to the targeted groups, encompassing various demographic, socio-economic and geographical differences to effectively ensuring all individuals in the State have ready and easy access to information and knowledge through PUSTAKA as what PUSTAKA’s target has been spelled out and promoted. Amongst the information literacy initiatives which have been in place are the scheduled user education sessions onsite and offsite the library, Reading Seeds Programme, targeting for parents and children aged between 3 years and below, and Lan Berambeh (Lets Be Together), just to name a few. Kembara Ilmu is another information literacy initiative or literally translated into Malay term as the Knowledge Journey. Instances given are theKembara Ilmu which took place at Long Bedian and Long Laput, the two (2) interior areas of Baram which the Kayan, the tribal group under Orang Ulu indigenous community reside as well as to the Kedayan community in Kuala Sibuti, Miri which is about 2 kilometres away drive from Miri. T
Kembara Ilmu is not merely a one off Knowledge Journey, touch and go sort of programme but rather a year, two (2) phases structured programme on the implementation and assessment phases which had been conceptualized and carried out with prioritizing on the actual information needs and imparting attitude, skills and knowledge (ASK) competencies and how it is essentially assist to effectively and efficiently trained the participants to be information literate and ultimately life-long learners.
