Information Literacy: Essential Skills for the Information Age. By Michael B.  Eisenberg, Carrie A.  Lowe, and Kathleen L.  Spitzer. 2nd edition. Westport, CT: Libraries Unlimited, 2004. Pp. xvii+408. $47.50 (paper). ISBN 1‐59158‐143‐5.

2005 ◽  
Vol 75 (3) ◽  
pp. 381-383
Author(s):  
Shari Lee
Keyword(s):  
Information Literacy ◽  
Information Age ◽  
Essential Skills

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.

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