Search (138 results, page 1 of 7)

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Abstract

The dominant approaches in information literacy scholarship and research conflict with constructivist approaches to learning preferred by educators. Proposes an alternative, 'relational', model of information literacy which reveals a picture of information literacy that is constructed in terms of varying relations between people and information. These relations are captured in 7 categories, graphially conveyed through awareness structures, which together represent information literacy as it is experienced. Information literacy education may be interpreted as helping people to experience information use differently. This model demonstrates that: the meanings associated with information literacy by information professionals may not be shared by users; the experienced meaning of information literacy is fluid and contextually bound; and, understanding of information literacy and related concepts will deepen if the experience of information users is given priority in research. Proposes an agenda for information literacy research based upon the relational approach

Source

New review of information and library research. 3(1997), S.1-22

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Abstract

Adopted and formatted in 1994 and reprinted with the permission of the American Association of School Librarians. Information literacy is the term being applied to the skills of information problem solving. Identifies the key elements of information literacy and presents a rationale for integrating information literacy into all aspects of the K-12 and post secondary curriculum

Date

11. 4.1996 14:22:40

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Abstract

The concepts of 'information literacy' and 'digital literacy' are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper-literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of 'literacy', which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies

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Date

22. 5.1999 19:55:13

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Footnote

Rez. in: JASIST 56(2005) no.9, S.1008-1009 (D.E. Agosto): "This second edition of Information Literacy: Essential Skills for the Information Age remains true to the first edition (published in 1998). The main changes involved the updating of educational standards discussed in the text, as well as the updating of the term history. Overall, this book serves as a detailed definition of the concept of information literacy and focuses heavily an presenting and discussing related state and national educational standards and policies. It is divided into 10 chapters, many of which contain examples of U.S. and international information literacy programs in a variety of educational settings. Chapter one offers a detailed definition of information literacy, as well as tracing the deviation of the term. The term was first introduced in 1974 by Paul Zurkowski in a proposal to the national Commission an Libraries and Information Science. Fifteen years later a special ALA committee derived the now generally accepted definition: "To be information literate requires a new set of skills. These include how to locate and use information needed for problem-solving and decision-making efficiently and effectively" (American Library Association, 1989, p. 11). Definitions for a number of related concepts are also offered, including definitions for visual literacy, media literacy, computer literacy, digital literacy, and network literacy. Although the authors do define these different subtypes of information literacy, they sidestep the argument over the definition of the more general term literacy, consequently avoiding the controversy over national and world illiteracy rates. Regardless of the actual rate of U.S. literacy (which varies radically with each different definition of "literacy"), basic literacy, i.e., basic reading and writing skills, still presents a formidable educational goal in the U.S. In fact, More than 5 million high-schoolers do not read well enough to understand their textbooks or other material written for their grade level. According to the National Assessment of Educational Progress, 26% of these students cannot read material many of us world deem essential for daily living, such as road signs, newspapers, and bus schedules. (Hock & Deshler, 2003, p. 27)
Chapter two delves more deeply into the historical evolution of the concept of information literacy, and chapter three summarizes selected information literacy research. Researchers generally agree that information literacy is a process, rather than a set of skills to be learned (despite the unfortunate use of the word "skills" in the ALA definition). Researchers also generally agree that information literacy should be taught across the curriculum, as opposed to limiting it to the library or any other single educational context or discipline. Chapter four discusses economic ties to information literacy, suggesting that countries with information literate populations will better succeed economically in the current and future information-based world economy. A recent report issued by the Basic Education Coalition, an umbrella group of 19 private and nongovernmental development and relief organizations, supports this claim based an meta-analysis of large bodies of data collected by the World Bank, the United Nations, and other international organizations. Teach a Child, Transform a Nation (Basic Education Coalition, 2004) concluded that no modern nation has achieved sustained economic growth without providing near universal basic education for its citizens. It also concluded that countries that improve their literacy rates by 20 to 30% sec subsequent GDP increases of 8 to 16%. In light of the Coalition's finding that one fourth of adults in the world's developing countries are unable to read or write, the goal of worldwide information literacy seems sadly unattainable for the present, a present in which even universal basic literacy is still a pipedream. Chapter live discusses information literacy across the curriculum as an interpretation of national standards. The many examples of school and university information literacy programs, standards, and policies detailed throughout the volume world be very useful to educators and administrators engaging in program planning and review. For example, the authors explain that economics standards included in the Goals 2000: Educate America Act are comprised of 20 benchmark content standards. They quote a two-pronged grade 12 benchmark that first entails students being able to discuss how a high school senior's working 20 hours a week while attending school might result in a reduced overall lifetime income, and second requires students to be able to describe how increasing the federal minimum wage might result in reduced income for some workers. The authors tie this benchmark to information literacy as follows: "Economic decision making requires complex thinking skills because the variables involved are interdependent.
Students need to use the whole range of information literacy skills to identify needed information, evaluate and analyze information, and use information for critical thinking and problem solving" (p. 81). Chapters six and seven address K-12 education and information literacy. The authors outline the restructuring necessary to make information literacy a basic part of the curriculum and emphasize resourcebased learning as crucial in teaching information literacy. The authors also discuss the implications of the 2001 No Child Left Behind Act to the teaching of information literacy in primary and secondary schools. Again they avoid controversy, this time by omitting analysis of the success or failure of the Act in promoting the teaching and learning of information literacy. Instead, these chapters provide a number of examples of information literacy programs in K-12 educational settings within the US. Examples range from information literacy guidelines developed by the California Technology Assistance Project to a discussion of home schoolers and information literacy. Throughout the 1990s, the information literacy movement began to filter up to higher education. Chapter eight discusses related standards and presents a number of examples of college-level information literacy programs, including programs at the University of Massachusetts, Kent State University, and Washington State University. Chapter nine deals with technology and information literacy. It tocuses an the teaching of technology use as process teaching and an the importance of context in technology education.
Lastly, chapter 10 considers possible future directions of the information literacy movement. The authors conclude "Our ability to be information literate depends an our willingness to be lifelong learners as we are challenged to master new, and as yet unknown, technologies that will surely alter the landscape of information in the future" (p. 177). Following the book's 10 chapters are a number of appendices that present information literacy standards and definitions, a timeline of the evolution of the information literacy movement, and a number of related bibliographies. Lead author Eisenberg is perhaps best known as the co-creator, with Bob Berkowitz, of the Big 6, an information literacy model. The model includes six components: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation (Eisenberg, 2003). Throughout the book, Eisenberg and his co-authors show how the Big 6 model can be used to teach information literacy. For example, in chapter nine, "Technology and Information Literacy," they lay out each of the six model components, providing specific technological skills benchmarks for each, such as "Know the roles and computer expertise of the people working in the school library media center and elsewhere who might provide information or assistance" under step 3, "Location and Access" (p. 160). The many detailed descriptions of information literacy policies and programs that appear throughout the book make it most useful for educators, administrators, and policy makers involved in the teaching, planning, and development of information literacy programs, standards, and policies. Overall, this newly revised volume stands as one of the most comprehensive single available sources from which to begin a detailed investigation of the concept of information literacy."

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Abstract

Purpose - To demonstrate existing definitional consensus on information literacy, and outline the main and unique areas of concern resulting from that consensus for libraries desiring to contribute to information literacy education. Design/methodology/approach - Leading attempts at defining information literacy are examined to demonstrate their lack of substantive definitional differences, and to establish parameters for the library's participation in information literacy education. Findings - Examines the leading definitional contributions since the American Library Association's 1989 seminal work on information literacy. Demonstrates the lack of substantive definitional differences between those and the ALA definition. Suggests librarians concentrate on the expectations deriving from such unanimity, and outlines those expectations. Practical implications - Clarity of definitions provides more stable atmosphere for practical initiatives, while controversies over definitions distract from action. By pointing out the fundamental agreements between seemingly competing definitions of information literacy, this article underscores the need for librarians to fully concentrate on ways to achieve information literacy. By specifying the library's unique place in that process and outlining the concrete things it can do, the article also provides practical guidance for more focused activity on the part of the library in information literacy education. Originality/value - This article demonstrates a consistently overlooked definitional consensus on information literacy, and shows how the purported differences in definition actually represent delineations of steps and approaches that facilitate practical implementation. It also outlines the specific areas and activities that are legitimate responsibilities of the library in information literacy education, and notes areas outside the library's reach.

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Abstract

A clear line of argument can be set out to link the (passive) intellectual freedom rights offered by Article Nineteen of the United Nations' Universal Declaration on Human Rights, to a consequent responsibility on governments, professionals and civil society activists for the (active) creation of suitable conditions for the effective exercise of intellectual freedom. Commentators on media in society and socially responsible computing are also increasingly drawing conclusions of this kind and stressing the importance of Media Literacy and Computer Literacy. This line of argument naturally directs attention towards the rationale currently offered for Information Literacy as a focus of professional activity. Whilst there are many elaborately worked-out programmes for Information Literacy instruction, these have so far been largely derived from practical perceptions of need. However, broad statements such as the Prague Declaration 'Towards an Information Literate Society' of 2003 and the Alexandria Proclamation of 2005 can be seen as beginning to point towards a rationale for Information Literacy activities rooted in human rights, Article Nineteen in particular. The contention is that starting from a human rights perspective leads towards a strong, inclusive interpretation of Information Literacy. This subsumes Media Literacy, Computer Literacy, Web Literacy and, to a considerable extent, Civic Literacy into a model that serves human needs rather than the established priorities of information professionals. The value of this approach for both practice and research is stressed.

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Abstract

With the development of new information and communication technologies, new concepts of extending the concept of literacy have emerged, such as media literacy, computer literacy, and information literacy. This paper addresses literary literacy as a form of extended literacies. The notion of literary here comprehends widely various fields of literature, with artistic literature as one, although in a sense paradigmatic, instance. The aspects of reading and literacy emphasized in this paper will have particular educational significance in contexts of general school education. Hermeneutics is a classical discipline of how we should read. It emphasizes aspects of appropriative, or Bildung-oriented, reading that we can oppose to the instrumental use of what one reads. Within hermeneutics, and particularly the sociological studies of literature, the paper also finds foundations for critical reading. There would be, however, a tension between the fundamentally hermeneutical appropriative literacy and critical questioning, and the notion of literary literacy should contain a dialect between them. The paper emphasizes the significance of literary literacy, since there is a danger that it disappears behind more instrumentally emphasized notions of literacy. Similarly, there is a risk that the everyday plausibility of the demand of being critical suffocates the appropriative aspects of literacy and reading.

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Abstract

Purpose Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the meaning and implications of the emergent grounded theory of mitigating risk for information literacy research and practice. Design/methodology/approach The grounded theory was produced through a qualitative study that was framed by practice theory and the theoretical constructs of cognitive authority and affordance, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information literacy practices of language-learners overseas. Findings This paper provides a theoretically rich exploration of language-learner information literacy practices while further identifying the importance of time, affect and information creation within information literacy research and practice as well as the need for the continued theorisation of information literacy concepts. Research limitations/implications The paper's constructivist grounded theorisation of information literacy remains localised and contextualised rather than generalisable. Practical implications The paper raises questions and points of reflection that may be used to inform the continued development of information literacy instruction and teaching practices. Originality/value This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy as well as forming a basis for ongoing theoretical development in the field.

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Abstract

Purpose The purpose of this paper is to introduce and examine algorithmic culture and consider the implications of algorithms for information literacy practice. The questions for information literacy scholars and educators are how can one understand the impact of algorithms on agency and performativity, and how can one address and plan for it in their educational and instructional practices? Design/methodology/approach In this study, algorithmic culture and implications for information literacy are conceptualised from a sociocultural perspective. Findings To understand the multiplicity and entanglement of algorithmic culture in everyday lives requires information literacy practice that encourages deeper examination of the relationship among the epistemic views, practical usages and performative consequences of algorithmic culture. Without trying to conflate the role of the information sciences, this approach opens new avenues of research, teaching and more focused attention on information literacy as a sustainable practice. Originality/value The concept of algorithmic culture is introduced and explored in relation to information literacy and its literacies.

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Abstract

Technological changes are occuring rapidly and students entering colleges are bringing very disparate computer skills and attitudes. Some students are reluctant to embrace new technologies, others demand electronic resources for all assignments. By considering the computer access and Internet resources available to elementary school students today, it is possible to imagine what tomorrow's users will expect from libraries. Although college students may arrive at libraries with increased computer skills, their knowledge of electronic information may be lacking. Defines information literacy with an overview of information literacy skills. The Digital Information Literacy programme at Texas University at Austin serves as a case study for integrating information literacy skills into traditional services and partnerships

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Abstract

The article discusses the relationship between the concepts of information and IT literacy, both being labeled as «the ultimate literacy in the information society». While IT literacy is mainly defined as a skill-based literacy, information literacy embraces a whole conglomerate of values, attitudes, skills, knowledge and perspectives directed towards enabling critical thinking, self-directed learning and the responsible consume of information, necessary for intelligent existence in the information age. Through a survey, the authors will explore personal meanings and perceptions of information literacy among graduate LIS students. For this population, information literacy is a central issue since it is a prerequisite for academic success, but also because information literacy will be a pervasive aspect of every day work in their future professions. A comparison with an earlier study showed how the information literacy conception has developed, from a more technological, tool-based approach to a concept based approach. The structure of the earlier study, as well as the result of the actual study, will be analyzed in the light of the contemporary features of Croatia's information policy, which is mainly directed towards the technical information infrastructure but not sufficient to let citizens use the benefits of information society.

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Abstract

Purpose - To provide some theoretical considerations concerning information literacy so as to contribute to a theoretically informed point of departure for understanding information literacy and to argue that to be an information literate person is to have knowledge about information sources and that searching and using them is determined by an insight into how knowledge is socially organized in society. Design/methodology/approach - Using concepts from composition studies that deal with the question of what a writer needs to know in order to produce a text, the paper outlines some ideas and key concepts in order to show how these ideas and concepts are useful to our understanding of information literacy. To demonstrate how information-literacy is to have knowledge about information sources and that searching and using them is determined by an insight into how knowledge is socially organized in society, the paper takes a point of departure in Habermas' theory of the public sphere. Findings - Concludes that information seeking competence is a sociopolitical skill, like reading and writing skills, connected to human activity. Searching for documents in information systems is a complex and sociopolitical activity. As an expression of human activity we might say that searching for documents and reading and writing constitutes each other. The genre knowledge necessary in reading and writing does also apply when seeking information in systems of organized knowledge as the forms of information determine what can be expected and found in these systems. Information literacy covers, then, the ability to read society and its textually and genre-mediated structures. Information literacy represents an understanding of society and its textual mediation. Research limitations/implications - Locating an understanding of information literacy in a broader discursive framework requires us to rethink our hitherto concepts and understandings of information literacy as socio-political skills and not mere technical search skills Originality/value - Rarely is information literacy discussed and understood from social-theoretical perspectives. This article illuminates how an analysis of information literacy from the perspective of the theory of the public sphere can open up for an understanding of information literacy socio-political skills. Thus, the article has contributed with a new interpretation of information literacy.

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Abstract

The purpose of this paper is to analyse George Orwell's diaries through an information literacy lens. Orwell is well known for his dedication to freedom of speech and objective truth, and his novel Nineteen Eighty-Four is often used as a lens through which to view the fake news phenomenon. This paper will examine Orwell's diaries in relation to UNESCO's Five Laws of Media and Information Literacy to examine how information literacy concepts can be traced in historical documents. Design/methodology/approach This paper will use a content analysis method to explore Orwell's relationship to information literacy. Two of Orwell's political diaries from the period 1940-42 were coded for key themes related to the ways in which Orwell discusses and evaluates information and news. These themes were then compared to UNESCO Five Laws of Media and Information Literacy. Textual analysis software NVivo 12 was used to perform keyword searches and word frequency queries in the digitised diaries. Findings The findings show that while Orwell's diaries and the Five Laws did not share terminology, they did share ideas on bias and access to information. They also extend the history of information literacy research and practice by illustrating how concerns about the need to evaluate information sources are represented within historical literature. Originality/value This paper combines historical research with textual analysis to bring a unique historical perspective to information literacy, demonstrating that "fake news" is not a recent phenomenon, and that the tools to fight it may also lie in historical research.

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Abstract

Purpose The purpose of this paper is to identify key countries and their focal research fields on the information divide. Design/methodology/approach Literature was retrieved to identify key countries and their primary focus. The literature research method was adopted to identify aspects of the primary focus in each key country. Findings The key countries with literature on the information divide are the USA, China, the UK and India. The problem of health is prominent in the USA, and solutions include providing information, distinguishing users' profiles and improving eHealth literacy. Economic and political factors led to the urban-rural information divide in China, and policy is the most powerful solution. Under the influence of humanism, research on the information divide in the UK focuses on all age groups, and solutions differ according to age. Deep-rooted patriarchal concepts and traditional marriage customs make the gender information divide prominent in India, and increasing women's information consciousness is a feasible way to reduce this divide. Originality/value This paper is an extensive review study on the information divide, which clarifies the key countries and their focal fields in research on this topic. More important, the paper innovatively analyzes and summarizes existing literature from a country perspective.

Date

13. 2.2020 18:22:13

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LCSH

Media literacy / Study and teaching
Internet literacy / Study and teaching
Computers and literacy

Subject

Media literacy / Study and teaching
Internet literacy / Study and teaching
Computers and literacy

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Abstract

While there is a huge literature devoted to information literacy (IL), much of which is devoted to course or content design and some sort of assessment. What is presented in this paper is the proposition that the design of IL would benefit greatly by the infusion of the development of consciousness and conscious states. The understanding of consciousness and its place in the absorption of information, and ultimately, knowledge growth is presented. Design/methodology/approach Reviews of information literacy (brief) and consciousness (more extensive) are applied to the proposition that consciousness is an essential element of successful information literacy instruction. The reviews are of a critical nature. Findings Consciousness and its complexity are explicated to a considerable extent. While there are somewhat varied conceptions of consciousness, a relatively unified definition is suggested. The complexities of consciousness and its development render students more able to explicate the agreements and disagreements in the information landscape. In short, a developed consciousness among students makes for more critical approaches to difficult informational events. Then, the connections between IL and consciousness, which includes the awareness of informational states, conclude the paper. Research limitations/implications This paper offers a new mode for an inquiry into the content and structure of information literacy instruction. Originality/value The paper adds a heretofore unattended condition for success in information literacy for instructors and students.

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Abstract

Examines the term information literacy as it is derived from both computing and library studies. Outlines the areas which such a concept would need to cover, with an emphasis on links with the process of knowledge creation. Such links make a simplistic conception of little value. Emphasises integration with the practice of knowledge formation and makes some suggestions as to how this might be achieved