RECONSIDERING INFORMATION LITERACY IN THE 21ST CENTURY: THE REDESIGN OF AN INFORMATION LITERACY CLASS (original) (raw)
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The American Archivist
In the last twenty years, scholars have reimagined information literacy to better address an overly saturated world of information and the growing participatory culture of Web 2.0. Outside of library and information science (LIS), researchers have promoted transliteracy—the intersection between information, visual, digital, and other literacies—to help students find and assess information. Within the LIS discipline, metaliteracy has provided a foundation to rethink information literacy frameworks, redefining students as creators who produce and share information. Relatively few studies exist, however, on how to leverage literacies in support of student digital scholarship projects. Likewise, digital humanities professors promote metaliteracy in the classroom, yet fewer scholars create digital humanities projects or write case studies about them outside of research institutions, prestigious private colleges, and larger, well-established public history programs. This case study examin...
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Literacy was once thought to be well-understood and well-defined. However, it has been argued that the digital world has disrupted any notions of literacy, supplanted with "new" forms of literacies in various new literacy studies and now, in the library and information science (LIS) scholarship as they apply to information literacy (IL). But, do the old forms of literacy in fact hold LIS back, and, do the critiques of conceptions of literacy fully represent that foundational scholarship? Are the "new" literacies really that different from traditional notions of literacy? A review of: concepts of literacy and IL that have been critiqued; core ideas of foundational scholarship on the shift from orality to literacy that stand at the center of the scholarly debate over literacy in general; and identifying conceptual foundations of critical reflexivity which underwrite "new" literacies is undertaken to inform the scholarly assumptions and claims of LIS and IL.
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The idea of information literacy, emerging with the advent of information technologies in the early 1970s, has grown, taken shape and strengthened to become recognized as the critical literacy for the twenty-first century. Sometimes interpreted as one of a number of literacies, information literacy (IL) is also described as the overarching literacy essential for twenty-first century living. Today, IL is inextricably associated with information practices and critical thinking in the information and communication technology (ICT) environment.
INFORMATION (IL)LITERACY AND THE CRISIS OF READING
The epoch we live in is the era of networking, both virtual and real. In this networking, there is a fluid and fast flow of information that requires an individual to be in the course of all changes. However, the availability of a huge amount of information enables their selection to be non-selective, superficial, without critical reflection; the cause to that is also in the ways in which information is obtained. On the other hand, the reading crisis is becoming increasingly problematic for modern society. Questions are raised as to whether „networking” can enhance the current reading crisis and whether information literacy (both virtual and actual) is a requirement to get real and quality information (today)? The questions refer especially to those dealing with literature – librarians, professors and students of literature, who are also the main research groups of this paper. Answers to these hypothetical questions will be given through two topoi: the actual topos – classical library, and the virtual topos – the network (internet).
Information Literacy (IL) teaching and learning: a literature review
The paper is largely based on review of existing literature on teaching and learning Information Literacy (IL), both online and in print. It reports on studies about the teaching and learning of IL in some institutions of higher learning. It also discusses lists of competencies, and descriptions of information literacy programmes and courses. In addition, the paper intends to compare literature on various IL undertakings in the developed countries to IL initiatives being undertaken in some developing countries, particularly, in some African Universities. The paper also discusses some challenges faced in the teaching and learning of IL in some institutions of higher learning. Some of these include technological issues, diverse groups, language and cultural barriers and time and lack of computers. The paper has been able to unearth the dearth of studies on information literacy in Africa and concludes that information on IL is mostly Euro-centric; there is little happening in African countries, except for South Africa where there have a been a number of inititiatives. The paper has demonstrated that Information Literacy is being taken seriously as a module or course at some institutions of higher learning in KwaZulu-Natal, South Africa and Malawi, although a lot more needs to be done in terms of facilities and equipment which are vital in inculcating IL skills in students.
Information Literacy Instructional Classes as a Part of the Higher Education Program
Педагогіка формування творчої особистості у вищій і загальноосвітній школах, 2022
http://pedagogy-journal.kpu.zp.ua/archive/2022/80/part\_1/46.pdf Purpose. The purpose of the paper is to define the place and the role of the Information Literacy teaching courses organized at academic libraries to instruct the students to perceive the curricula included into academic programs, and reviews the issues related with the teaching of these types of courses within the institutional framework in order to enhance and optimize the library-information services to community members, to stay abreast with the requirements of the modern era and to arm the library users with necessary information searching methods and tools. Design / methodology / approach. Main part of the research conveys the generalized experiences covered in related literature and open source materials, statistics retrieved from annual reports of the ADA University Library, and also conclusions derived from communications with field librarians. On the course of the research it is concluded that only one library and/or the librarian is not enough to carry out the task of teaching information literacy to students and sometimes to Faculty. All librarians should be involved in these library activities through self-development and lifelong learning. Research limitations / implications. Comparing the results of the Information Literacy activities in local environment would enrich the research output, but unfortunately this type of activity is not widely spread in academic libraries of Azerbaijan. Further implementation and application of the results of the current study is recommended. Originality / value. In terms of describing Information Literacy activities in Azerbaijan, it would be interesting source for librarians and information professionals. This papers also provides valuable sources of information on basic skills and knowledge required to understand the essence of Information Literacy.