Search (387 results, page 1 of 20)

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Footnote

Rez. in: Online and CD-ROM review 22(1998) no.5, S.350-351 (P. Bradley)

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Footnote

Rez. in: College and research libraries news 57(1996) no.5, S.311 (G.M. Eberhart); Journal of acaedemic librarianship 22(1996) no.5, S.401 (J.K. Chisman)

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Abstract

In this new edition the author updates and expands an her reviews of the literature conceming learning styles, information skills, literacy skills, technological literacy, and bibliographic instruction.

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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

"Teaching Library" - dies ist nicht nur der Titel dieses Buches, sondern vor allem auch eine selbstbewusste Behauptung in einem Land, in dem die Politik die Bibliotheken als Partner des Lernens noch nicht entdeckt hat, in dem die kommunalen Gremien in Zeiten des Sparens die Ausgaben für Bibliotheken als angeblich freiwillige Leistungen in dem Feld der Kultur neben Museen und Theatern munter kürzen. Dabei belegen die internationalen Studien (PISA, TIMSS etc.) zur Leistungsfähigkeit von Bildungssystemen bereits jetzt schon erhebliche Defizite des deutschen Bildungswesens, insbesondere hinsichtlich der Schlüsselqualifikationen, die unter "Literacy" gefasst werden. Als notwendige Antwort auf dieses Defizit empfehlen die Autoren dieses Buches die viel pointiertere Einbindung der gesamten Bibliotheken in Deutschland in unser Bildungssystem, um sowohl die Unentbehrlichkeit zu unterstreichen, als auch Synergien mit anderen Bildungsträgern zu nutzen. Das vorliegende Buch zeigt eindrucksvoll die erstaunliche Vielfalt der Initiativen und den Einfallsreichtum der Bibliothekare in dieser Hinsicht.

Date

22. 2.2008 14:17:00

LCSH

Information literacy / Study and teaching / Germany

Subject

Information literacy / Study and teaching / Germany

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Abstract

This paper presents an overview of the development of current practice in information literacy education in tertiary institutions in South Africa. The policy framework affecting information literacy is examined from multiple perspectives. An examination of the literature identifies key concerns that are used in the compilation of a small survey instrument to establish current practice. The impact of institutional policies, finding educational strategies that meet the identified objectives of information literacy, diversity in students' backgrounds and abilities, and ultimately the assessment of performance all emerged as significant. The concept of multiliteracies is suggested as a useful approach to conceptualizing information literacy as central to student learning. Future directions are suggested.

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Abstract

More than 5000 publications related to library user instruction and information literacy have been published and reviewed in the past thirty years. New developments in education and technology during the last two decades have affected user instruction and have led to the emergence of information literacy. Based on needs related to the rapid development of information technology and the evolving information society, librarians have begun teaching information skills to all types of users to ensure that they gain information fluency so they can become productive and effective information users both in the education environment and in the work environment. The number of publications related to user instruction and information literacy, like the field itself, show phenomenal growth during the past three decades as demonstrated by the fact that in 1973 twenty-eight publications were reviewed, and in 2002 more than 300 publications dealing with the topic of information literacy will be issued. It is noteworthy that in the last decade there has been a tremendous growth in publications related to information literacy globally. During the 1970s, publications indicate that user instruction activities were of concern primarily to librarians in the United States, Canada, the United Kingdom, Australia, and New Zealand. At the present time, publications indicate a major concern with information literacy not only in the countries mentioned above but also in China, Germany, Mexico, Scandinavia, Singapore, South Africa, South America, Spain, and others. On an annual hasis, the majority of the publications have addressed information literacy in academic libraries (60 percent) followed by publications related to information literacy instruction in school media centers (20 percent).

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Abstract

Get the real-life perspective of professionals at the intersection of old ways and new technology in this book written by and for librarians. Information Literacy Programs: Successes and Challenges provides you with the viewpoints of librarians who have taken varying paths in their information literacy programs.

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Abstract

Regional accreditation agencies have established mandates for higher education institutions to implement information literacy programs and to assess the resultant learning outcomes. This mandate calls for a shift in the established library instruction paradigm at many institutions. Responsibility shifts from librarians teaching students how to locate materials for particular assignments, to faculty and librarians working together to embed the teaching and learning of information literacy skills systematically into syllabi and curricula. The new paradigm requires librarians and faculty to adapt a broader sense of the role of information literacy skills in higher education and in the preparation for the professional workforce. It also demands the learning of new methods and concepts by both teaching faculty and librarians, as they develop a collaborative approach to the integration of information literacy into general education and disciplinary education.

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Abstract

Academic librarians have a long and rich tradition of collaborating with discipline-based faculty members to advance the mission and goals of the library. Included in this tradition is the area of information literacy, a foundation skill for academic success and a key component of independent, lifelong learning. With the rise of the general education reform movement on many campuses resurfacing in the last decade, libraries have been able to move beyond course-integrated library instruction into a formal planning role for general education programmatic offerings. This article shows the value of 1. strategic alliances, developed over time, to establish information literacy as a foundation for student learning; 2. strong partnerships within a multicampus higher education system to promote and advance information literacy efforts; and 3. assessment as a key component of outcomes-based information literacy activities.

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Abstract

The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.

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Abstract

Was heißt Medienkompetenz? Im Deutschen wird mit dem Begriff Medienkompetenz eher die praktische Beherrschung der Medien assoziiert. Der angelsächsische Begriff Information Literacy beinhaltet stärker auch die Fähigkeit, Texte zu verstehen, den Hintergrund von Informationen und deren Zusammenhang zu erkennen, sowie die Beherrschung von Suchstrategien in den Katalogen der Bibliotheken und im Internet. Die in zweisprachiger Ausfertigung gehaltenen Beiträge berichten aus der bibliothekarischen Praxis zum Erwerb von Medienkompetenz/Information Literacy in Deutschland, den Vereinigten Staaten und Südafrika. Sie wollen einen Anstoß geben zur Zusammenarbeit und zur Bildung von institutionellen und persönlichen Netzwerken - für gemeinsame Projekte in einem internationalen Umfeld. Die in diesem Band versammelten Berichte wenden sich an Bibliothekare, Dozenten und Lehrer in Informationseinrichtungen, Universitäten und Schulen.

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Abstract

With the development of the information society, education is facing great challenges and opportunities. Information literacy is recognized as a basic competency of individuals that ought to be incorporated into the educational mission. In order to enhance information education, Chinese educators and librarians have been reviewing traditional information instruction, and they are preparing to establish their exclusive information education role in this new century. This paper deals with the new informational and educational environment in China and discusses the increasing needs for information and knowledge in Chinese higher education. Some modes and measurements are proposed to promote information literacy and some experiences and experiments are described. Librarians in China have already done much work related to information literacy, as they prepare to become part of modern education.

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LCSH

Computer literacy
Internet literacy

Subject

Computer literacy
Internet literacy

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Abstract

Information literacy and autonomy have become key values for the image of man in a society that is increasingly shaped by digitalization and artificial intelligence. The purpose of this book is to describe abstraction, analogy, inference, plausibility and creativity as basic skills of cognitive information processing and prerequisites for autonomous informational action.