Learning Information Literacy Across the Curriculum (LILAC) and its impacts on student digital literacies and learning across the humanities

2017 ◽  
Author(s):  
Jeanne L. Bohannon ◽  
E. Jonathan Arnett ◽  
Ella Greer
Keyword(s):  
Information Literacy ◽  
Digital Literacies ◽  
Literacy Across The Curriculum

Information Literacy Across the Curriculum: Expanding Horizons

2009 ◽  
Vol 16 (2-3) ◽  
pp. 180-193 ◽  
Author(s):  
Michelle S. Millet ◽  
Jeremy Donald ◽  
David W. Wilson
Keyword(s):  
Information Literacy ◽  
Literacy Across The Curriculum

scholarly journals Assembling “Digital Literacies”: Contingent Pasts, Possible Futures

2019 ◽  
Vol 7 (2) ◽  
pp. 14-24 ◽  
Author(s):  
T. Philip Nichols ◽  
Amy Stornaiuolo
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Digital Literacies ◽  
Research And Practice ◽  
Economic Relations ◽  
Digital Environments

In this article, we examine the historical emergence of the concept of “digital literacy” in education to consider how key insights from its past might be of use in addressing the ethical and political challenges now being raised by connective media and mobile technologies. While contemporary uses of digital literacy are broadly associated with access, evaluation, curation, and production of information in digital environments, we trace the concept’s genealogy to a time before this tentative agreement was reached—when diverse scholarly lineages (e.g., computer literacy, information literacy, media literacy) were competing to shape the educational agenda for emerging communication technologies. Using assemblage theory, we map those meanings that have persisted in our present articulations of digital literacy, as well as those that were abandoned along the way. We demonstrate that our inherited conceptions of digital literacy have prioritized the interplay of users, devices, and content over earlier concerns about technical infrastructures and socio-economic relations. This legacy, we argue, contributes to digital literacy’s inadequacies in addressing contemporary dilemmas related to surveillance, control, and profit motives in connective environments. We propose a multidimensional framework for understanding digital literacies that works to reintegrate some of these earlier concerns and conclude by considering how such an orientation might open pathways for education research and practice.

Does Media Literacy Help Identification of Fake News? Information Literacy Helps, but Other Literacies Don’t

2019 ◽  
pp. 000276421986940 ◽  
Author(s):  
S. Mo Jones-Jang ◽  
Tara Mortensen ◽  
Jingjing Liu
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
The Self ◽  
Fake News ◽  
Digital Literacies ◽  
Misleading Information ◽  
Literacy Interventions ◽  
News Stories ◽  
Harmful Effects

Concerns over fake news have triggered a renewed interest in various forms of media literacy. Prevailing expectations posit that literacy interventions help audiences to be “inoculated” against any harmful effects of misleading information. This study empirically investigates such assumptions by assessing whether individuals with greater literacy (media, information, news, and digital literacies) are better at recognizing fake news, and which of these literacies are most relevant. The results reveal that information literacy—but not other literacies—significantly increases the likelihood of identifying fake news stories. Interpreting the results, we provide both conceptual and methodological explanations. Particularly, we raise questions about the self-reported competencies that are commonly used in literacy scales.

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