As we may think: Information literacy as a discipline for the information age

2005 ◽  
Vol 20 (3) ◽  
pp. 108-121 ◽  
Author(s):  
Bill Johnston ◽  
Sheila Webber
Keyword(s):  
Information Literacy ◽  
Information Age

scholarly journals Literacy in the Information Age: Examining the Convergence of Information Literacy Instruction and Assessment with Theory and Policy

2021 ◽  
Author(s):  
Marlene Asselin ◽  
Margaret Early ◽  
Margot Filipenko ◽  
Virginia Lam
Keyword(s):  
Public Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Large Scale ◽  
Information Age ◽  
The State ◽  
Instructional Time ◽  
Information Literacy Instruction ◽  
Information Processes ◽  
Literacy Policy

Competencies associated with information literacy are becoming increasingly embedded in literacy policy and curriculum; however, little is known about the extent to which instruction and assessment are aligned with current directives. This paper presents two studies designed to examine the state of instruction and assessment of information literacy in Canadian public education. Findings from these studies showed that although instruction of basic levels of information processes is taking place, there is significantly less emphasis on higher-level aspects of information literacy. In regards to assessment, items related to information literacy are not included on large-scale literacy tests thus potentially affecting how teachers allot their instructional time.

Hidden Greenlands

2011 ◽  
pp. 61-73
Author(s):  
Frank Menchaca
Keyword(s):  
Information Literacy ◽  
Information Age ◽  
Information Resources ◽  
Learning Objectives ◽  
College And University ◽  
Library Resources ◽  
Classroom Assignment ◽  
Age Studies ◽  
Specific Learning

This chapter considers the role of libraries and educational publishers in the information age. Studies show that, for most college and university students, the trigger for research remains the classroom assignment. Tasks associated with specific learning objectives—writing a paper, preparing an interpretive reading, engaging in historical or statistical analysis—still motivate students to engage in research. What has changed is the fact that students no longer rely on librarians, libraries, or traditional publishers for information resources. They go directly to search engines. Today’s learners are, however, quickly overwhelmed and, despite being “digital natives,” struggle to evaluate information and organize it to build ideas. The ability of publishers, librarians, and libraries to address this issue will determine their relevancy in the 21st century and, perhaps, the success of students themselves in the information age. This chapter reviews a wide variety of literature and experiential data on information literacy, findability, metadata, and use of library resources and proposes how all players can re-think their roles.

scholarly journals Information Literacy: Past Approaches and Present Challenges

1995 ◽  
Author(s):  
Penny Moore
Keyword(s):  
Information Literacy ◽  
National Curriculum ◽  
Information Age ◽  
Thinking Skills ◽  
New Developments ◽  
Learning And Teaching ◽  
Information Problem Solving ◽  
Information Skills ◽  
Future Learning

Interest in information literacy is increasing as the information age challenges educators to keep abreast of new developments in subject matter and technology. In this article, past approaches to teaching aspects of information literacy are reviewed and their implications for future learning and teaching are discussed. The role of collaboration between teachers and librarians is mentioned and information problem solving is examined as a context for developing thinking skills essential to information literacy. Professional development for both educators and librarians is seen as crucial to success in implementing the National Curriculum with respect to information skills.

Technostress

2021 ◽  
pp. 239-261
Author(s):  
Kemal Elciyar
Keyword(s):  
Information Management ◽  
Information Literacy ◽  
Information Overload ◽  
Information Age ◽  
Excessive Amount ◽  
Negative Consequences ◽  
Negative Effects

Information is a vital concept today. However, the beginning of the information age can be traced back to the periods when clay tablets were used. Information has impact on individual and corporate success. However, information overload occurs when information, whose positive characteristics are highlighted, reaches an excessive amount. Besides, information overload may cause negative consequences. Technostress and information overload, which have negative effects, need to be managed. Information management is useful to reduce the effects of information overload. It will also be possible to deal with information overload through information literacy, which can be taught to individuals. Useful information can only be obtained when these factors are taken into account.

Wikipedia: the difference between information acquisition and learning knowledge

First Monday ◽  
2015 ◽  
Author(s):  
J. Evans Ochola ◽  
Dorothy M. Persson ◽  
Lisa A. Schumacher ◽  
Mitchell D. Lingo
Keyword(s):  
Information Literacy ◽  
Information Acquisition ◽  
Information Age ◽  
Scholarly Communication ◽  
Digital Information ◽  
Educational Settings ◽  
Information Tools ◽  
The Difference

This paper attempts to define Wikipedia in an information literacy context by providing an analysis of learning knowledge and Wikipedia’s structure. The distribution of learning in the digital information age is a core topic for scholarly communication. It is highly relevant to students, citizens and instructors in their roles as users of content and as creators of content. Even though it appears to be far removed from traditional publishing in the print world, many students, citizens and instructors use digital information tools to share aspects of their works in a way that is defined as publishing. Understanding the difference between information acquisition and learning knowledge are essential in educational settings.

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