The US National Forum on Information Literacy defines information literacy as "... the ability to know when there is a need for information, to be able to identify, find, evaluate, and effectively use that information for problems or problems." The American Library Association defines "information literacy" as a set of capabilities that require individuals to "recognize when information is needed and have the ability to find, evaluate, and effectively use the information needed." Other definitions incorporate aspects of "skepticism, judgment, free thinking, and understand... "or include the competence that information citizens of the information society must have to participate intelligently and actively in that society.
A number of attempts have been made to better define the concept and its relationship with other skills and literacy forms. Although other educational goals, including traditional literacy, computer literacy, library skills, and critical thinking skills, are linked to information literacy and the essential foundation for its development, information literacy itself emerges as distinct and key skills necessary for one's social and economic well-being an increasingly complex information society. According to McTavish (2009), in order to improve and maximize the contribution of society to a healthy, democratic, and plural society and to maintain a prosperous and sustainable economy, governments and industries around the world challenge the education system to focus the public's attention on literacy. In Canada, due to the huge focus on the literacy crisis it should have, it has caused several alarms in some educational sectors. Brink (2006) examines government organizations, such as the Human Resources and Skills Development of Canada, claiming that nearly half of Canada's working age lacks the literacy skills they need to meet the increasing demands of modern life.
Video Information literacy
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The phrase information literacy first appeared in print in a 1974 report written on behalf of the National Commission for Libraries and Information Science by Paul G. Zurkowski, who was then president of the Information Industry Association. Zurkowski used the phrase to describe the "techniques and skills" learned by literacy information "to utilize various information tools and primary sources in printing information solutions for their problems" and draw a relatively firm line between "literacy" and "illiteracy information".
The Information Literacy Presidency Committee released a report on January 10, 1989, outlining the importance of information literacy, opportunities for developing information literacy, and School of Information Age. The final name of the report is the Presidential Committee on Information Literacy: Final Report.
The recommendations of the Presidential Committee led to the creation later that year from the National Forum on Information Literacy, a coalition of more than 90 national and international organizations.
In 1998, the Association of American School Librarians and Associations for Communication and Educational Technology published the Information Strengths: Building Partnerships for Learning, which further sets specific goals for information literacy education, defines nine standards in the "information literacy" category, , "self-study", and "social responsibility".
Also in 1998, the Presidential Committee on Information Literature produced an update on the Final Report. This update outlines six key recommendations of the original report and examines the areas in which it makes progress and areas that still need work. The latest reports support the advocacy of further information literacy and reaffirm its importance.
In 1999, the Society of College, National Library and University (SCONUL) in the UK, published the "Seven Pillars of Information Accuracy" model to "facilitate the development of further ideas among practitioners in the field... stimulate debate on ideas and about how those ideas can be used by libraries and other staff in higher education related to the development of student skills. "A number of other countries have developed information literacy standards since then.
In 2003, the National Forum on Information Literacy, together with UNESCO and the National Commission for Libraries and Information Science, sponsored an international conference in Prague with representatives from about twenty-three countries to discuss the importance of information literacy in a global context. The resulting Prague declaration describes information literacy as "a key to the social, cultural, and economic development of nations and communities, institutions and individuals of the 21st century" and declared the acquisition as "part of human rights for lifelong learning".
The Alexandria proclamation links Information literacy with lifelong learning. Moreover, he establishes the Information Literacy as a basic human right which he "promotes the social inclusion of all nations".
On May 28, 2009, California Governor A. Arnold Schwarzenegger signed the S-06-09 Executive Order, establishing the California ICT Digital Literacy Leadership Council, which, in turn, is directed to form the ICT Digital Literacy Advisory Committee. "The Leadership Council, in consultation with the Advisory Committee, will develop ICT Digital Literacy Policy, to ensure that California's population is digitally literate." The Executive Order further states: "ICT Digital Literacy is defined as using digital technology, communication tools and/or networks to access, manage, integrate, evaluate, create, and communicate information to function in a knowledge-based economy and society." "... The Leadership Council, in consultation with the Advisory Committee... [to] develop the California Action Plan for ICT Digital Literacy (Action Plan)." He also directs the "California Investment Management Agency (WIB)... [for] developing the technological literacy component for a five-year Strategic State Plan. " The Executive Order ends with: "MORE REQUEST that the Legislature and the Superintendent of Public Instruction consider adopting the same objectives, and that they join the Leadership Council in issuing" Call to Action "to schools, higher education institutions, employers, , local government, community organizations, and community leaders to advance California as a global leader in ICT Digital Literacy ".
Information Literacy rose to national awareness in the US with President Barack Obama's Proclamation establishing October 2009 as National Literacy Awareness Month. President Obama's proclamation stated that
"Instead of just having data, we also have to learn the skills needed to acquire, arrange and evaluate information for each situation... Although we may know how to find the information we need, we must also know how to evaluate it. see the crisis of authenticity arise.We now live in a world where everyone can publicize opinions or perspectives, whether true or not, and have that opinion reinforced in the information market.At the same time, Americans have unprecedented access to resources diverse and independent information, as well as institutions such as libraries and universities, which can help separate truth from fiction and signal from noise. "
The proclamation of Obama ends with:
"Now, therefore, I, Barack Obama, the President of the United States, under the authority granted by the Constitution and the laws of the United States, hereby declare October 2009 the National Literacy Awareness Month, calling on Americans to recognize the important role that information plays in our everyday lives, and appreciates the need for greater understanding of its impact. "
Maps Information literacy
Presidential Committee on Information Literacy
The Presidency Committee on Information Literacy was formed in 1987 by the president of the American Library Association at the time of Margaret Chisholm. The committee was formed with three special goals
- to define Information Literacy in higher literacy and importance for student performance, lifelong learning, and active citizenship
- to design one or more models for the development of information literacy in accordance with the formal and informal learning environment throughout the lifetime of people
- to determine the implications for continuing education and development for teachers
The American Library Association's Literacy Presidents Committee defines information literacy as the "ability to recognize when information is needed and has the ability to locate, evaluate, and effectively use the required information" and highlight information literacy as an essential skill for lifelong learning and population production knowledgeable and prosperous.
The Committee outlines six key recommendations: to "reconsider the way we have institutionalized information, structured information access, and the information roles that are defined in our home life in the community, and in the workplace"; to promote "public awareness of the problems created by the blind of information"; to develop a national research agenda related to information and its use; to ensure the existence of "a conducive climate for students to be informed"; to include concerns of information literacy in teacher education; and to promote public awareness of the relationship between information literacy and the more general purpose of "literacy, productivity, and democracy."
In March 1998, the Presidency Committee on Information Literacy re-evaluated the Final Report and published the update. Updates see what the Final Report wants to accomplish, its six primary goals, and the extent to which they are attained. Before identifying what remains to be done, the updated report recognizes what is reported by previous reports and the National Forum. In realizing it still has not fulfilled all the objectives, he set a further recommendation to ensure all are met. The updated report ends with an invitation, asking the National Forum and ordinary citizens to acknowledge that "the outcome of this combined effort will be a citizen of effective lifelong learners who can always find the information needed for problems or decisions in This new generation citizens of literate information will truly become America's most valuable resource ", and continue to work toward an information-literate world.
One of the most important things to get out of the Presidential Committee on Information Literacy is the creation of a National Forum on Information Literacy.
National Forum on Information Literacy
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In 1983, the seminal report "A Nation at Risk: the Imperative for Educational Reform" stated that "increased currents of mediocrity" erode the foundations of the American education system. In fact, this is the origin of the current educational reform movement in the United States. Ironically, the report is not included in a series of academic reform recommendations and/or public libraries as one of the main architects in the redesign of our K-16 education system. This report and several others that followed, along with the emergence of a rapid information society, led the American Library Association (ALA) to organize a blue ribbon panel of educators and a national librarian in 1987. The ALA Leadership Committee on Information Literacy is charged with the following tasks:
- (1) to define information literacy in higher literacy and the importance for student performance, lifelong learning, and active citizenship;
- (2) to design one or more models for the development of information literacy in accordance with the formal and informal learning environment throughout the lifetime of the people; and
- (3) to determine the implications for continuing education and teacher development.
In the Final Report release in 1989, the American Library Association's Presidential Committee on Information Literacy is summarized in its opening paragraph of the National Forum's mission on Information Literacy:
"How our country deals with the reality of the Information Age will have a major impact on our democratic way of life and our nation's ability to compete internationally.In the American information society, there is also the potential to address much of the social and economic long-term injustice, Such an advantage, people - as individuals and nations - must be information literate, information literate, one should be able to recognize when information is needed and have the ability to locate, evaluate, and effectively use the information needed.Producing such citizens would necessitate schools and colleges appreciate and integrate the concept of information literacy into their learning programs and that they play a leadership role in equipping individuals and institutions to take advantage of the opportunities that exist within the information society.
Ultimately, literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people who are ready to learn lifelong because they can always find the information needed for any task or decision that exists. "
Recognizing that the main obstacle for people becoming informed citizens, prepared for lifelong learning, "is the lack of public awareness of problems caused by information illiteracy," the report recommends establishing a coalition of national organizations to promote information literacy.. "
So, in 1989, A.L.A. The Presidential Committee sets up a National Forum on Information Literacy, a network of volunteers from organizations committed to raising public awareness of the importance of information literacy to individuals, communities, economies, and to engaging citizenship participation.
Forum today
Since 1989, the National Forum on Information Literacy has evolved steadily under the leadership of its first chair, Dr. Patricia Senn Breivik. Today, the Forum represents more than 90 national and international organizations, all dedicated to mainstreaming information literacy philosophy across national and international landscapes, and across educational, domestic and work places.
Although the initial aim of the Forum is to raise public awareness and support at the national level, over the past years, the National Forum on Information Literacy has made significant international moves in promoting the importance of integrating the concept and skills of information literacy across education, government development programs, and labor. For example, the National Forum co-sponsored by UNESCO and IFLA some "expert meetings", resulting in the Prague Declaration (2003) and Alexandria Proclamation (2005) each underscore the importance of information literacy as the basis of human rights and lifelong learning. skills.
In the United States, however, the development of information literacy skills has been an exception rather than a rule, especially with regard to the integration of information literacy practices in our educational and labor development infrastructure. In a peer-reviewed publication 2000, Nell K. Duke, found that students in first grade were exposed to an average of 3.6 minutes of information text during school days. In October 2006, the first national Summit on Information Literation gathered more than 100 representatives from education, business and government to overcome the deficit of American information literacy as a nation currently competing in global markets. This successful collaboration is sponsored by the National Forum on Information Literacy, the Economic Development Committee, the Education Testing Service, the Institute for Competitive Work Force, and the National Education Association (NEA). The summit was held at NEA headquarters in Washington, D.C.
The main outcome of the Summit is the establishment of a national ICT policy literacy council to provide leadership in creating national standards for ICT literacy in the United States.
As stated on the Forum Forums main page, it recognizes that achieving information literacy has been much easier for those with money and other benefits. For the poor, not white, older, disabled, living in rural areas or disadvantaged, it is much harder to cope with the digital divide. A number of Forum members discussed special challenges for the less fortunate. For example, The Children's Partnership advocates for nearly 70 million children and teenagers in the country, many of whom are harmed. The Children's Partnership currently runs three programs, two of which specifically address the needs of those with low incomes: Online content for Low-Income and Underdelivered Initiatives, and the California Initiative Program. Another example is the National Hispanic Council on Aging, namely:
Dedicated to improving the quality of life for Latin elders, families and communities through advocacy, capacity building and institutions, development of educational materials, technical assistance, pilot projects, policy and research analysis (National Hispanic Council on Aging, and Mission Statement section).
The National Forum of Information Literacy will continue to work closely with educational, business, and nonprofit organizations in the US to promote the development of information literacy skills at every opportunity, especially given the growing social, economic and political urgency of globalization, encouraging citizens to revive promotional efforts and our collaboration.
Global
Federation of International Library and Institutions Association (IFLA)
IFLA has established the Information Literacy Section. This section, in turn, develops and installs the Information Resources Directory, called InfoLit Global. Librarians, educators and information professionals may register themselves and upload material related to information literacy (IFLA, Literacy Division Information, nd) According to the IFLA website, "The main purpose of the Information Literacy Section is to foster international cooperation in the development of information literacy education at all types of libraries and information agencies. "
The International Alliance for Information Literacy (IAIL)
The alliance was made from the recommendation of the Prague Information Literacy Expert Conference in 2003. One of its aims is to enable the sharing of research information and knowledge of literacy between countries. IAIL also sees "lifelong learning" as a basic human right, and its primary purpose is to use information literacy as a way to enable everyone to participate in the "Information Society" as a way of fulfilling this right. The following organizations are founding members of IAIL:
- The Australian and New Zealand Information Literacy Institute (ANZIIL); based in Australia and New Zealand. Official website
- The European Network on Information Literacy (ENIL); based in the European Union. Official website
- National Forum on Information Literacy (NFIL); based in the United States. Official website
- NORDINFOlit; based in Scandinavia
- SCONUL (College Society, National Library and University) Advisory Committee on Information Literacy; based in the UK. Official website
UNESCO Media and Information Literacy
According to the UNESCO website, this is "an act to provide people with the skills and abilities to critical acceptance, assessment and use of information and media in their professional and personal lives." Their goal is to create informed literacy communities by creating and maintaining educational policies for information literacy. They work with teachers around the world, train them in the importance of information literacy and provide resources for them to use in their classes.
UNESCO publishes studies on information literacy in many countries, looks at how literacy information is currently taught, how it differs in different demographics, and how to raise awareness. They also publish pedagogical tools and curricula for school boards and teachers to refer and use them.
Specific aspects
In "Information Literacy as Liberal Art", Jeremy J. Shapiro and Shelley K. Hughes (1996) advocate a more holistic approach to information literacy education, which encourages not only the addition of information technology courses in addition to the existing curriculum, but a new conceptualization radical of "our entire educational curriculum in terms of information".
Drawing on the ideals of the Enlightenment as articulated by the philosopher Enlightenment Condorcet, Shapiro and Hughes argue that information literacy education is "essential to the future of democracy, if citizens must be intelligent shapers of the information society rather than pawns, and humanistic cultures, if information is become part of a meaningful existence rather than a production and consumption routine ".
To this end, Shapiro and Hughes describe the "prototype curriculum" that includes the concepts of computer literacy, library skills, and "broader and more critical conceptions of a more human kind", pointing out seven important components of a holistic approach to information literacy:
- Literacy tools , or the ability to understand and use the practical and conceptual tools of the most up-to-date information technology relevant to the education and work areas and professional lives that individuals expect to live in.
- resource Literacy , or the ability to understand form information, formats, locations, and access methods of information resources, especially the expanded network information resources on a daily basis.
- Social-structural literacy , or understand how information is placed and produced socially.
- Research literacy , or the ability to understand and use IT-based tools relevant to the work of current researchers and scholars.
- Publish literacy , or the ability to format and publish research and ideas electronically, in text and multimedia... to introduce them to the electronic public sphere and the electronics scientist community.
- The advent of technological literacy , or the ability to adapt, understand, evaluate, and leverage ongoing information technology innovations in order not to be prisoners of previous tools and resources, and to make intelligent decisions about adoption new.
- critical literacy , or the ability to critically evaluate the intellectual, human and social strengths, weaknesses and potentials, as well as the limits, benefits and costs of information technology.
Ira Shor further defines critical literacy as "habitual thinking, reading, writing, and speaking that go under surface meaning, first impressions, dominant myths, official statements, traditional cliches, accepting wisdom, and only opinions, to understand deep meaning , the root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse ".
Literacy skills information
Big6 Skills
Big6 skills have been used in a variety of settings to help them with different needs. For example, the library of Dubai Women's College, in Dubai, United Arab Emirates, which is English as a second language institution, uses the Big6 model for its information literacy workshop. According to Story-Huffman (2009), using Big6 on campus "has transcended cultural and physical boundaries to provide a knowledge base to help students become information literate" (paragraph 8). In the base classes, Big6 has been found to work well with the various cognitive and language levels found in the classroom.
The instructions are differentiated and Big6 seems to be made for each other. Although it seems that all children will be on the same Big6 step at the same time during a teaching unit, there is no reason students can not work through the steps at the individual pace. In addition, the Big 6 process allows unlimited differentiation by interest.
The issues to consider in the Big6 approach have been highlighted by Philip Doty:
This problem-based approach, designed to fit into Benjamin Bloom's taxonomic context of cognitive goals, and aims toward the development of critical thinking. While Big6's approach has enormous strength, it also has serious flaws. The main among these is the fact that users often lack well-formed information needs statement, as well as model dependence on problem-solving rhetoric. Often, the need for information and its use lies in an undefined, discrete, and monolithic state as a problem.
Eisenberg (2004) has acknowledged that there are a number of challenges to effectively apply Big6 skills, not least of which are excessive information that can overwhelm students. Part of Eisenberg's solution is for schools to help students become discriminatory information users.
Another conception
This conception, mainly used in the field of library and information studies, and rooted in the concept of library instruction and bibliographic instruction, is the ability "to recognize when information is needed and have the ability to locate, evaluate and effectively use the required information". In this view, information literacy is the basis for lifelong learning. It is also the basis for evaluating contemporary information sources.
In publications, the power of information: Building partnerships for learning (AASL and AECT, 1998), three categories, nine standards, and twenty-nine indicators are used to describe students who are information literate.
The categories and standards are as follows:
Category 1: Information Literacy
Standard:
- Information literate students access information efficiently and effectively.
- Information literate students evaluate information critically and competently.
- Students who are informed literate use information accurately and creatively.
Category 2: Self-learning
Standard:
- Students who are self-reliant learners are literate information and pursue information related to personal interests.
- Students who are independent learners are literate information and appreciate the literature and expression of other creative information.
- Students who are independent learners are information literate and strive for excellence in information search and knowledge generation.
Category 3: Social responsibility
Standard:
- Students who contribute positively to the learning community and society are information literate and recognize the importance of information to democratic societies.
- Students who contribute positively to the learning community and the community are information literate and practice ethical behavior in information and information technology.
- Students who contribute positively to the learning community and the community are informed and participate effectively in groups to pursue and produce information.
Because information can be presented in a number of formats, the term "information" applies to more than just a printed word. Other literations such as visual, media, computer, network, and basic literacy are implicit in information literacy.
Many of those most in need of information literacy are often among those who are least able to access the information they need:
Minority and risky students, illiterate adults, people with English as a second language, and economically disadvantaged people are among those who most likely do not have access to information that can improve their situation. Most are not even aware of the potential help that is available to them.
As the Presidential Committee report shows, members of these disadvantaged groups often do not realize that libraries can give them access, training, and information they need. In Osborne (2004), libraries across the country find ways to reach these disadvantaged groups by finding their needs in their own environment (including prisons) and offering them special services in the library itself.
Effects on education
The rapidly evolving information landscape has demonstrated the need for educational methods and practice to evolve and adapt accordingly. Information literacy is the primary focus of educational institutions at all levels and to enforce these standards, the agency promotes a commitment to lifelong learning and the ability to locate and identify innovations that will be required to follow or keep pace with change.
Educational methods and practices, in an increasingly information-centered society, should facilitate and enhance students' ability to harness the power of information. The key to harnessing the power of information is the ability to evaluate information, to ensure, among other things, its relevance, authenticity and modernity. The process of information evaluation is a very important life skill and the basis for lifelong learning. According to Lankshear and Knobel, what is needed in our education system is a new understanding of literacy, information literacy and literacy teaching. Educators need to learn to explain the context of our culturally and linguistically diverse and increasingly globalized society. We also need to consider various forms of text related to information technology and multimedia.
Evaluation consists of several component processes including metacognition, goals, personal dispositions, cognitive development, judgment, and decision making. This is a difficult and complicated challenge and underscores the importance of being able to think critically.
Critical thinking is an important educational outcome for students. Educational institutions have experimented with several strategies to help foster critical thinking, as a means of improving information evaluation and information literacy among students. When evaluating evidence, students should be encouraged to practice formal arguments. Formal debates and presentations should also be encouraged to analyze and evaluate information critically.
Educational professionals should emphasize the importance of high quality information. Students should be trained to distinguish between facts and opinions. They should be encouraged to use gesture words like "I think" and "I feel" to help distinguish between factual information and opinions. Skills related to information that are complex or difficult to understand must be broken down into smaller parts. Another approach is to train students in a familiar context. Educational professionals should encourage students to examine the "causes" of behaviors, actions, and events. Research shows that people evaluate more effectively if the cause is revealed, if available.
Information in any format is produced to deliver the message and shared via the selected shipping method. The repetitive process of researching, creating, revising, and disseminating information varies, and the resulting product reflects these differences (Association of Colleges, pp. 5).
Some calls for the improvement of critical analysis in Literacy Information instructions. Smith (2013) identifies this as something useful "for individuals, especially young people during their formal education, who can equip them with the skills they need to understand the political system and where they belong, and, if necessary, to challenge this. "(page 16).
Education in the US
Standard
National content standards, country standards, and terminology of information literacy skills may vary, but they all have a common component relating to information literacy.
Information literacy skills are essential for several National Education Goals outlined in Objective 2000: Educating the American Act, especially in the purpose of action to improve "school readiness", "student and citizenship achievement", and "adult literacy and lifelong learning". Special relevance is "a focus on lifelong learning, the ability to think critically, and on the use of new and existing information for problem solving", all of which are important components of information literacy.
In 1998, the American School Librarian Association and the Association for Communication and Educational Technology published the "Information Literacy Standards for Student Learning", which identified nine standards that librarians and teachers in K-12 schools can use to describe students who are literate on information and determine literacy relationships information for self-study and social responsibility:
- Standard One: Information literate students access information efficiently and effectively.
- Standard Two: Information literate students evaluate information critically and competently.
- Standard Three: Students who are informed literate use information accurately and creatively.
- Standard Four: Students who are independent learners are literate information and pursue information related to personal interests.
- Standard Five: Students who are independent learners are literate information and appreciate the literature and expression of other creative information.
- Standard Six: Students who are independent learners are information literate and strive for excellence in information retrieval and knowledge generation.
- Standard Seven: Students who contribute positively to the learning community and the community are information literate and recognize the importance of information to a democratic society.
- Standard Eight: Students who contribute positively to the learning community and the community are information literate and practice ethical behavior in information and information technology.
- Standard Nine: Students who contribute positively to the learning community and the community are informed and participate effectively in groups to pursue and produce information.
In 2007 AASL expanded and restructured the standards that school librarians must adhere to in their teaching. It is published as "Standards for Students of the 21st Century" and discusses some literacy: information, technology, visual, textual, and digital. This literacy aspect is structured in four main purposes: that "learners use skills, resources, & tools" to "ask, think critically, and gain knowledge"; to "draw conclusions, make decisions, apply knowledge to new situations, and create new knowledge"; to "share knowledge and participate ethically and productively as members of our democratic society"; and to "pursue personal growth and aesthetics".
In 2000, the Association of Colleges and Library Research (ACRL), a division of the American Library Association (ALA), released the "Information Literacy Competency Standards for Higher Education", describes five standards and performance indicators considered best practice for implementation and assessment the postsecondary information literacy program. The five standards are:
- Standard One: Students literacy information determines the nature and extent of the information required.
- Standard Two: Students who are informed literate access the required information effectively and efficiently.
- Standard Three: Information literate students critically evaluate their information and resources and combine selected information into their knowledge base and value system.
- Standard Four: Students who are literate informed, individually or as members of a group, use information effectively to achieve a particular goal.
- Standard Five: Information literate students understand many economic, legal, and social issues surrounding the use of information and access and use information ethically and legally.
These standards are intended to reach from simple to more complex, or in Taxonomy terms Tax Objectives of Education, from "lower order" to "higher order". Lower order skills will involve for example being able to use an online catalog to find books that are relevant to the information needs in academic libraries. Higher order skills will involve critical evaluation and synthesize information from multiple sources into coherent interpretations or arguments.
In 2016, the Association of College and Research Librarians (ACRL) canceled the Standards and replaced them with the Framework for Information Literacy for Higher Education, which offers the following set of core ideas:
- Authority Built and Contextual
- Creation of Information as Process
- Information Has Value
- Research as a Question
- Scholarship as Conversation
- Search as Strategic Exploration
This framework is based on a group of interrelated core concepts, with flexible options for implementation, not on a set of standards or learning outcomes, or prescriptive skill assignments. The essence of the Framework is a conceptual understanding that governs many other concepts and ideas about information, research, and scholarship into a coherent whole.
K-12 education restructuring
Today's teaching methods have changed drastically from the teacher-student model mostly in one direction, to a more collaborative approach in which the students themselves feel empowered. Most of these challenges are now being informed by the American Association of School Librarians that published new standards for student learning in 2007.
In the K-12 environment, the development of an effective curriculum is essential to instill Literacy Information skills to students. Given the heavy burden on students, efforts must be made to avoid excessive curriculum. Eisenberg strongly recommends adopting a collaborative approach to curriculum development among classroom teachers, librarians, technology teachers, and other educators. Staff should be encouraged to work together to analyze students' curriculum needs, develop broad learning plans, set informational literacy goals, and design special unit and lesson plans that integrate information skills and classroom content. These educators can also collaborate on teaching and assessment tasks
Educators choose different forms of resource-based learning (authentic learning, problem-based learning and work-based learning) to help students focus on the process and to help students learn from the content. The expertise of information literacy is an important component of each. In school settings, it is vital that the specific needs of students as well as situational contexts should be kept in mind when choosing a topic for integrated literacy skill instruction. The main goal is to provide frequent opportunities for students to learn and practice problem solving information. So far, it is also important to facilitate the repetition of actions and information seeking behavior. The importance of repetition in an information literacy lesson plan can not be underlined, as we tend to learn through repetition. Students' proficiency will increase over time if they are given regular opportunities to learn and apply the skills they have learned.
The process approach to education requires new forms of student assessment. Students demonstrate their skills, assess their own learning, and evaluate the processes in which this learning has been achieved by preparing a portfolio, study and research log, and using rubrics.
Efforts in K-12 education
Information literacy efforts are underway for individual, local, and regional bases.
Many countries have fully adopted the AASL information literacy standard or have adapted it according to their needs. Countries such as Oregon (OSLIS, 2009) are increasingly dependent on these guidelines for curriculum development and establishing information literacy goals. Virginia, on the other hand, chooses to conduct a comprehensive review, engaging all relevant stakeholders and formulating its own guidelines and standards for information literacy. At the international level, two framework documents produced jointly by UNESCO and IFLA (Federation of Associations and Institutions of International Libraries) developed two framework documents that laid the groundwork for helping define the educational role that school libraries will play: School library manifestos (1999 ),.
Another very popular approach for embedding information literacy is Big6's expertise. Eisenberg claims that Big6 is the most widely used model in K-12 education. This collection of skills seeks to articulate all information that searches for the life cycle. Big6 consists of six major stages and two sub-phases under each major stage. It defines six steps as: task definition, information search strategy, location and access, information use, synthesis, and evaluation. The approach seeks to encompass a wide range of information-solving tasks that a person usually does, when faced with an information problem or by making decisions based on available resources.
Higher education efforts
Information literacy instruction in higher education can take many forms: stand-alone courses or classes, online tutorials, workbooks, instruction-related courses, or integrated instruction. An attempt in physics was published in 2009.
The six regional accreditation boards have added information literacy to their standards, Librarians are often asked to teach the concept of information literacy during the "one shot" class lesson. There are also credit courses offered by academic librarians to prepare students for information literacy.
In 2016, the Association of Colleges & amp; The Research Library (ACRL, part of the American Library Association) adopted the New Information Framework for Higher Education, replacing the ACRL Higher Education Information Standard for Higher Education approved in 2000. The standard is widely criticized by proponents of critical information literacy. , a concept derived from critical pedagogy, because it is too prescriptive. This is called a "framework" because it consists of interrelated core concepts that are designed to be interpreted and implemented locally depending on the context and needs of the audience. This framework refers to recent research around the concept of threshold, or ideas that serve as a gateway to a broader understanding or skill in the given discipline. It also refers to more recent research around meta-literacy, and assumes a more holistic view of information literacy that includes creation and collaboration in addition to consumption, making it appropriate for current practice around social media and Web 2.0. The six concepts, or frames, are:
- Authority Built and Contextual
- Creation of Information as Process
- Information Has Value
- Research as a Question
- Scholarship as Conversation
- Search as Strategic Exploration
It draws from him the concept of metaliteracy, which offers an updated vision of information literacy as a comprehensive set of capabilities in which students are consumers and information creators who can participate successfully in a collaborative space (Association of College, p.2) There is a scientific research body that describes the collaboration of faculty-librarians to bring the practice of information literacy skills into the higher education curriculum, moving beyond "one-shot" lectures to integrated models where librarians assist design assignments, make guidelines for useful course resources, and provide direct support to students throughout the course.
Distance education
Now that information literacy has become part of the core curriculum in many post-secondary institutions, it is incumbent upon the library community to be able to provide information literacy instruction in a variety of formats, including online learning and distance education. The Association of Higher Education and Research Libraries (ACRL) addresses this need in the Guidelines for Distance Education Service (2000):
Library resources and services at higher education institutions must meet the needs of all teaching staff, students and academic support staff, wherever they are, whether on-campus, off-campus, in distance education or an expanded campus program - or with no campus at all, in courses taken for credit or non-credit; in continuing education programs; in courses attended directly or through electronic transmission; or other means of distance education.
In the world of e-learning and distance education, providing an effective information literacy program brings together both the librarian and remote instruction challenges. With the prevalence of course management systems such as WebCT and Blackboard, library staff instill information literacy training in academic programs and within each class itself.
Assessment
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