College-Level Information Literacy Framework (original) (raw)
Related papers
Kansas Library Association College and University Libraries Section Proceedings, 2014
Teaching information literacy skills to prepare young adults for the demands of a technologically modern workforce requires collaboration between schools and libraries. Identifying opportunities to build bridges that enable smooth transitions for information literacy learning across content areas, standards, and institutions requires collaboration among librarians. Perspectives and discoveries of four librarians (secondary school, two-year technical college, and an undergraduate, graduate, and post-graduate degree granting university) engaged in collaboration are examined. Collaboration resulted in a common framework for teaching information literacy skills designed with the goal of developing academic and workforce competencies including accessing, sorting, evaluating, and incorporating reliable information into daily lives.
2018
This article looks at how librarians, who are the experts in information dissemination can collaborate with faculty to effectively teach students basic information literacy skills, integrating information literacy skills into the curriculum and how this process can make students learning experience meaningful and successful. It has become imperative for everyone, in the age of knowledge economy to be skilled in information literacy in the current dispensation of information technology. The authors believe that an effective way to achieve this goal is for faculty and librarians to collaborate and fine ways to teach these skills to students, because it is important that students acquire the required skills to evaluate, storage, organization, access, and effectively utilize information. Librarians and faculty members have equal stakes in ensuring that students acquired information literacy skills that will help them succeed not only during their years of university education, but als...
Proceedings of the Association for Information Science and Technology, 2020
A study of information literacy instruction (ILI) practices in community college libraries in the United States has included a survey of instructional librarians and interviews with students. The goals of the study were to examine how librarians' ILI is being impacted by the ACRL Framework for Information Literacy in the community college context; to understand librarians' perceptions of their students' information literacy (IL) abilities; and, to explore students' experiences of ILI and their perceptions of their IL abilities. The study revealed challenges facing community college librarians, as well as gaps between the librarians' and students' perceptions, pinpointing opportunities for instructional improvements.
The development of societies depends upon the quality of their workforces. Contemporary societies, in comparison with past societies, now need workforces with different qualities. The best way to prepare for a future characterized by constant change is to equip the individuals which make up these societies with skills which will help them to keep up with these changes. The most important of these skills are life-long learning skills and information literacy skills. Individuals who have information literacy skills are people who are more likely to be equipped for all kinds of change in their personal and professional lives. In equipping the individuals who make up society with these skills, the educational institutions, libraries and librarians have an important role to play.
2002
Medal Roam rmallon Cada This document is covered by a signed "Reproduction Release (Blanket)" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket").
The Information Literacy Continuum
School Libraries Worldwide, 2021
(AASL), two major divisions of the American Library Association (ALA), both recently released new guidelines. These documents form the basis for information literacy and library skills instruction for PK-20 education. In this study, we explored the alignment between these documents to identify the continuum of knowledge and skill expectations as well as the dispositional attributes toward information literacy that learners are presented. Our findings identified where the content of the ACRL Framework and AASL Standards Framework for Learners documents is strongly aligned as well as the gaps in the teaching and learning continuum. These findings suggest areas for ongoing development in practical application for both PK-12 school librarians and academic librarians who provide information literacy instruction in colleges and universities.
The pedagogical challenges of creating information literate librarians
Library Review
Purpose This study aims to investigate the challenges of developing information literacy (IL) competencies and approaches to overcome the challenges among library and information science (LIS) students in Iran. Design/methodology/approach Taking an exploratory approach, the study used semi-structured interviews to gather the data. Using the 2000 ACRL standards as a framework, the fieldwork questions were designed around the five areas of IL competencies. A total of 15 academics teaching 18 different LIS courses from six universities were interviewed. They were asked the challenges they faced in teaching these competencies and the approaches they took or suggested in overcoming the challenge(s). A thematic approach was used to analyze the data. Findings Some of the challenges for students mentioned by the interviewees were ambiguity about the discipline, inability to match subject relevance with appropriate sources of information and lack of familiarity with databases. Research limit...