scholarly journals Reflections On 2011 ANIE Activities Towards Teaching Information Ethics in Africa

2010 ◽  
Vol 14 ◽  
pp. 39-40
Author(s):  
Coetzee Bester
Keyword(s):  
Information Ethics ◽  
Short Report ◽  
Teaching Information

This short report on the 2011 ANIE activities towards Teaching Information Ethics in Africa reflects the work that has been done by many dedicated academics and officials.

scholarly journals Teaching Information Ethics

2010 ◽  
Vol 14 ◽  
pp. 2-3
Author(s):  
Elizabeth A. Buchanan ◽  
Dennis Ocholla
Keyword(s):  
Information Ethics ◽  
Teaching Information

Case-based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology

2015 ◽  
Vol 56 (2) ◽  
pp. 141-157 ◽  
Author(s):  
Mirah J. Dow ◽  
Carrie A. Boettcher ◽  
Juana F. Diego ◽  
Marziah E. Karch ◽  
Ashley Todd-Diaz ◽  
...  
Keyword(s):  
Information Ethics ◽  
Sense Making ◽  
Case Based Learning ◽  
Case Based ◽  
Teaching Information

scholarly journals Teaching Information Ethics in an iSchool

2010 ◽  
Vol 14 ◽  
pp. 10-16
Author(s):  
David J. Saab
Keyword(s):  
Liberal Arts ◽  
Information Technologies ◽  
Information Science ◽  
Science And Technology ◽  
Information Ethics ◽  
Course Structure ◽  
Arts And Humanities ◽  
Ethics Course ◽  
Teaching Information ◽  
Information Sciences

The iSchool movement is an academic endeavor focusing on the information sciences and characterized by a number of features: concern with society-wide information problems, flexibility and adaptability of curricula, repositioning of research towards interdisciplinary and multidisciplinary exchange (Harmon, 2006). Teaching information ethics in an iSchool would seem to be a requisite for students who will have an enormous impact on the information technologies that increasingly permeate our lives. The case for studying ethics in a college of information science and technology, as opposed to the liberal arts and humanities, has been regarded only marginally, however. In this paper I explore how I developed and delivered an information ethics course, paying attention to student receptivity and learning, course structure and assignments, as well as its connection to the wider curriculum and its efficacy.

Case-based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology

2015 ◽  
Vol 56 (2) ◽  
pp. 141-157 ◽  
Author(s):  
Mirah Dow ◽  
Carrie Boettcher ◽  
Juana Diego ◽  
Marziah Karch ◽  
Ashley Todd-Diaz ◽  
...  
Keyword(s):  
Information Ethics ◽  
Sense Making ◽  
Case Based Learning ◽  
Case Based ◽  
Teaching Information

scholarly journals Models for Ethical Decision-Making for Use in Teaching Information Ethics: Challenges for Educating Diverse Information Professionals

2004 ◽  
Vol 2 ◽  
Author(s):  
Toni Carbo
Keyword(s):  
Decision Making ◽  
Graduate Students ◽  
Information Science ◽  
Doctoral Degree ◽  
Information Ethics ◽  
Advantages And Disadvantages ◽  
Wide Range ◽  
Ethics Course ◽  
Information Professionals ◽  
Teaching Information

Teaching Information Ethics to a very diverse group of graduate students working towards careers as information professionals raises a number of challenges. The students come from different disciplines and a wide range of diverse educational, economic, social, and cultural backgrounds and from several different countries. At the University of Pittsburgh, students in the Information Ethics course are enrolled in one of three master’s or doctoral degree programs at the School of Information Sciences: information science, library and information science or telecommunications. In addition, graduate students, and an occasional senior-level undergraduate student, from other disciplines and schools, such as business, medicine, public and international affairs, as well as students from other universities, such as Carnegie Mellon University, take the fifteen-week course. Identifying and using models for ethical reflection and moral decision-making requires drawing on materials from several disciplines and adapting those models for the course. This paper will discuss some of the models used in the past, the advantages and disadvantages of the model currently used (i.e., Richard Paul and Linda Elder’s, The Miniature Guide to Understanding the Foundations of Ethical Reasoning. The Foundation for Critical Thinking, Dillon Beach, CA, 2003), and the evolution of the Information Ethics course over its fifteen-year history.

scholarly journals Teaching Information Ethics in Higher Education: A Crash Course in Academic Labour

2010 ◽  
Vol 14 ◽  
pp. 4-9
Author(s):  
Toni Samek
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Information Ethics ◽  
Intellectual Freedom ◽  
The North ◽  
Library And Information Studies ◽  
Information Studies ◽  
Learning Conditions ◽  
Actual Teaching ◽  
Teaching Information

This article builds on several prior informal publications that delve into my experiences teaching a course on intellectual freedom and social responsibility in librarianship in the context of the North American library and information studies curriculum. Here, I extend those discussions into a deeper exploration of the academic labour that frames conditions for teaching information ethics. While the intellectual freedom and social responsibility in librarianship subject matter represents only one narrow slice of the bigger information ethics pie, the actual teaching of it sheds light on more universal instructor immersion in contestations over internationalization of higher education, the contingent worker model, the meaning of global citizenship education and research, and academic freedom in the 21st century. This focused lens takes in how the working conditions of faculty are the learning conditions of students, as well as how some of the ill practices explored in information ethics (e.g., censorship) can also be apparent in the institutions in which it is taught. Thus, this article recognizes the political context of information ethics within the academy, a place undergoing redefinition in academic visions and plans designed to push faculty, staff and students harder in global competitions for university rankings.

scholarly journals Innovations and Challenges in Teaching Information Ethics Across Educational Contexts

2010 ◽  
Vol 14 ◽  
pp. 17-22
Author(s):  
Michael Zimmer
Keyword(s):  
Ethics Education ◽  
Information Science ◽  
Public Libraries ◽  
Panel Discussion ◽  
Information Ethics ◽  
Library And Information Science ◽  
Elementary And Secondary Education ◽  
Conference Theme ◽  
Undergraduate Programs ◽  
Teaching Information

Renewed attention to integrating information ethics within graduate library and information science (LIS) programs has forced LIS educators to ensure that future information professionals – and the users they interact with – participate appropriately and ethically in our contemporary information society. Along with focusing on graduate LIS curricula, information ethics must become infused in multiple and varied educational contexts, ranging from elementary and secondary education, technical degrees and undergraduate programs, public libraries, through popular media, and within the home. Teaching information ethics in these diverse settings and contexts brings numerous challenges and requires new understandings and innovative approaches. In keeping with the 2011 Association for Library and Information Science Education (ALISE) conference theme of “Competitiveness and Innovation,” a diverse panel of educators and researchers were convened to foster a discussion in how to best incorporate information ethics education across diverse contexts, and how to develop innovative educational methods to overcome the challenges these contexts inevitably present. This article reports on that panel discussion and offers recommendations towards achieving success in information ethics education.

Acquisition of EELS spectra for high-resolution spectroscopy

1993 ◽  
Vol 51 ◽  
pp. 578-579
Author(s):  
Maoxu Qian ◽  
Mehmet Sarikaya ◽  
Edward A. Stern
Keyword(s):  
Energy Loss ◽  
Detection System ◽  
High Resolution Spectroscopy ◽  
High Signal ◽  
Short Report ◽  
Edge Structure ◽  
High Background ◽  
Gain Variation ◽  
Sufficient Energy ◽  
On Line

It is difficult, in general, to perform quantitative EELS to determine, for example, relative or absolute compositions of elements with relatively high atomic numbers (using, e.g., K edge energies from 500 eV to 2000 eV), to study ELNES (energy loss near edge structure) signal using the white lines to determine oxidation states, and to analyze EXELFS (extended energy loss fine structure) to study short range ordering. In all these cases, it is essential to have high signal-to-noise (S/N) ratio (low systematical error) with high overall counts, and sufficient energy resolution (∽ 1 eV), requirements which are, in general, difficult to attain. The reason is mainly due to three important inherent limitations in spectrum acquisition with EELS in the TEM. These are (i) large intrinsic background in EELS spectra, (ii) channel-to-channel gain variation (CCGV) in the parallel detection system, and (iii) difficulties in obtaining statistically high total counts (∽106) per channel (CH). Except the high background in the EELS spectrum, the last two limitations may be circumvented, and the S/N ratio may be attained by the improvement in the on-line acquisition procedures. This short report addresses such procedures.

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