Wikipedia as Open Educational Practice: Experiential Learning, Critical Information Literacy, and Social Justice

Conceptualising information literacy as social practice: a study of pregnant women's information practices

Introduction. The present study presents a view of information literacy not primarily as skill but as different practices, situated within specific social and institutional contexts. It suggests that questions of authority of knowledge are central to understanding people's information practices. Method. First, the concept of information practices is developed, drawing on theories from informati...

Investigating the relationship between information justice and social capital

: Social capital represents the set of interpersonal relationships which provide resources that create value for individuals in organizations. The present paper aims at investigating the relationship between Information Justice and social capital in Islamic Azad University South Tehran Branch. The method of the research is descriptive-correlational and regarding the aim it is f...

Open Information Extraction Using Wikipedia

Information-extraction (IE) systems seek to distill semantic relations from naturallanguage text, but most systems use supervised learning of relation-specific examples and are thus limited by the availability of training data. Open IE systems such as TextRunner, on the other hand, aim to handle the unbounded number of relations found on the Web. But how well can these open systems perform? Thi...

Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-s...

Evaluating Learning as Social Practice