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Karvalics (2013KARVALICS, László Z. From scientific literacy to lifelong research: a social innovation approach. In EUROPEAN CONFERENCE ON INFORMATION LITERACY (ECIL), 1., 2013, Istanbul. Worldwide commonalities and challenges in Information Literacy research and practice. Istanbul: Springer, 2013. p. 126-133. (Communications in Computer and Information Science).) |
No definition of social innovation presented. |
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Standard definitions of information literacy are insufficient to deal with the social technologies currently available;
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In order for people to fully master digital transaction and interaction forms, special abilities, routines, cognition, and conceptual foundation must be developed, such as knowledge on legal issues (information privacy, freedom of information, limits of freedom of speech, illegal content, harmful comments, etc.), sensibility to psychological challenges (cyberbullying, attention deficit disorder, online addictions, etc.) and a confident usage of financial background systems;
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Scientific literacy is a complex set of knowledge of methods, approaches, attitudes and skills to identify scientific issues underlying national and local decisions; evaluate the quality of scientific information on the basis of its source and the methods used to generate it; pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.
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| Chian Tan, Pan & Cui ( 2014CHIAN TAN, Felix Ter; PAN, Shan Ling; CUI, Lili. an information processing perspective of digital social innovation: insights from china’s taobao villages. In: INTERNATIONAL CONFERENCE ON INFORMATION SYSTEMS: BUILDING A BETTER WORLD THROUGH INFORMATION SYSTEMS 16., 2014, Auckland, New Zealand. Proceedings […], Auckland, New Zealand, dez. 2014. p. 1-12. ) |
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Multi-dimensional phenomenon in response to environmental and demographic challenges to create and understand social change;
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Intimately connected to ICTs, since addressing how information is gathered, synthesized and distributed empowers marginalized individuals and communities;
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Addressed in this study as digital social innovation, that is path-dependent and contextual and consists of three dimensions: content (satisfaction of basic human needs), process (changes in social relations, especially governance and participation) and empowerment (increase in the social-political capability and access to resources needed) dimensions.
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Information processing capability, which consists of the ability to articulate information, analyze and develop knowledge of market and system tools;
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Depends on an information network to share knowledge and develop ICT competences.
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Karvalics (2014KARVALICS, László Z. Emerging new information literacies: a conceptual outlook. In: EUROPEAN CONFERENCE ON INFORMATION LITERACY (ECIL), 2., 2014, Dubrovnik. Information Literacy: lifelong learning and digital citizenship in the 21st century. Dubrovnik: Springer, 2014. p. 37-46. (Communications in Computer and Information Science).) |
No definition of social innovation presented |
In a context of emergent technologies, new literacies arise, based on traditional information literacy skills and the article proposes the following three categories of emergent literacies:
newborn literacies based on traditional information literacy skills and professional knowledge, such as financial literacy, legal literacy, psycho-literacy, health literacy and futures literacy (or the ability to anticipate scenarios by using data from systems and models in order to better make decisions); transforming literacies, or a significantly improved version of earlier literacy forms, as a part of the gradation from the receptive to a receptive/productive way of dealing with information, i.e. big data literacy derived from data literacy, infographicacy derived from visual literacy, gamificacy derived from game literacy, content creacy derived from media literacy, lifelong research derived from scientific literacy and operacy (or the ability for agenda setting, strategic planning, managing conflicts and sharing tasks) derived from participatory literacy; hyperpeople data literacy (abilities to use information in an Internet of Things scenario, in which data needs to be usable, purposeful and meaningful in order for it to be translated into action), which includes emotional literacy, use of English as a lingua franca, critical thinking and context literacy (the ability to see connections among pieces of data and information in a hypermedia environment). |
Righetto & Vitorino (2020RIGHETTO, Guilherme Goulart; VITORINO, Elizete Vieira. A competência em informação como movimento de inovação social. Investigación Bibliotecológica, Ciudad de México, v. 34, n. 82, p. 29-52, 2020. Disponível em: Disponível em: http://dx.doi.org/10.22201/iibi.24488321xe.2020.82.58080 . Acesso em: 20 jan. 2023.
http://dx.doi.org/10.22201/iibi.24488321...
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Effect of knowledge applied to social needs through the participation and cooperation of multiple social actors, enabling new and lasting solutions for social groups, communities or society in general;
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Important alternative movement of urban development, focused on satisfying human needs (and emancipation) through innovation in social relationships;
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Intertwined with the logic and practice of social claims, encompassing movements in favor of gender minorities, new ways of using mobile technology, new lifestyles, new products and services;
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Encompasses innovative activities and services that are motivated by the objective of meeting a social need and that are predominantly developed and disseminated by organizations whose primary objectives are social;
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Can be understood as synonymous with social entrepreneurship;
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It has three synergistic dimensions: satisfaction of human needs; process (changes in social relations, especially with regard to governance and the level of participation of all), empowerment (expansion of socio-political capacity and access to the resources necessary to consolidate the rights to the satisfaction of human needs and participation).
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Promotes long life learning;
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Aims at developing individuals’ capabilities to determine the nature and depth of their informational needs and to be able to use information ethically, responsibly, critically and masterfully regardless of formats and/or supports;
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Provides decision-making capabilities, since it encompasses knowledge, skills and attitudes that enable individuals and groups to understand the role and functions of the media and other information providers in democratic societies; critically evaluate the information and content of the media and other information in terms of authority, credibility and current purpose; engage with media and other information providers for self-expression, freedom of expression, intercultural dialogue and democratic participation;
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Allows for the manifestation of cultural expressions, including dialogue and evaluation of the representation of various cultures and peoples by the media and others content providers.
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Potnis & Gala (2022POTNIS, Devendra; GALA, Bhakti. "unified mobile, financial, and information literacy toolkit": a social innovation for public libraries to alleviate poverty in developing countries. Library Quarterly, Chicago, v. 92, n. 1, p. 68-86, 2022. Available in: https://doi.org/10.1086/717230 . Access on: 20 jan. 2023.
https://doi.org/10.1086/717230...
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A novel solution to a social problem that is more effective, efficient, sustainable or just than existing alternatives;
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Provides value primarily to society as a whole rather than to individuals;
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Public libraries rely on social innovations that create value for local communities by addressing the challenges related to lifelong learning, emergency response, civic engagement, economic development, health, diversity and inclusion;
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Social innovations by public libraries rarely address poverty issues.
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Mobile literacy consists of skills, competencies, and knowledge needed to carry out tasks on mobile phones;
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Financial literacy consists of understanding financial terminology and knowing how to deal with financial matters effectively;
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Gathering, evaluating, and using information related to mobile and financial services constitutes information literacy;
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Most models and frameworks on digital, financial, and information literacy originated in developed countries and most of them were based on or related to the information literacy of students;
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Hardly any models and frameworks of information literacy are proposed, tested, and customized according to the needs of poor people living in developing countries.
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