Moving Toward Global Information Literacy (IL) 3.0
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Moving Toward Global Information Literacy (IL) 3.0

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Poster by Valerie Hill, Esther Grassian and Sheila Webber, presented at the European Conference on Information Literacy, in Istanbul, October 2013.

Poster by Valerie Hill, Esther Grassian and Sheila Webber, presented at the European Conference on Information Literacy, in Istanbul, October 2013.

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Moving Toward Global Information Literacy (IL) 3.0 Moving Toward Global Information Literacy (IL) 3.0 Document Transcript

  • Moving Toward Global Information Literacy (IL) 3.0 by Valerie Hill, PhD, Sheila Webber & Esther Grassian, MLS TWU School of Library & Information Studies, University of Sheffield iSchool, UCLA Information Studies What is IL 3.0? Web 2.0 made global collaboration possible. Web 3.0 offers the promise and peril of greatly enhanced personalization by making connections and inferring meanings from user-generated data that may include digital identities (Barassi & Trere, 2012). What will the next steps be for IL instruction (ILI) as we move toward Web 3.0? Librarians, faculty and library school educators worldwide are experimenting, researching and assessing ILI through innovative emerging technology tools. The Association of College and Research Libraries (ACRL) Virtual Worlds Interest Group is exploring global collaboration with colleagues in many countries to share current research and practice on issues of digital literacy, 3D models for ILI, professional development and networking through online tools, evolving into a personalized semantic web. Contact information Valerie Hill vhilledu@gmail.com Sheila Webber s.webber@sheffield.ac.uk Esther Grassian esthergrassian@gmail.com Evolving Labels Kenton and Blummer explored definitions of digital literacy through research on consumer health information provided virtually in SL through collaboration with information professionals, physicians and a pharmacist [Boulos et al, 2007]. Kenton and Blummer concurred with the information literacy needs emphasized by Jones and Bronack (2008) underscoring the need for individuals to acquire new skills and new competencies in virtual environments. The study concluded that "librarians could leverage their experience in creating IL learning objects by developing similar tools for digital literacy competencies to support learning in course management systems or for class instruction in virtual worlds" (Kenton & Blummer, 2010, page 96). 3D Information Literacy Models SCONUL 7 Pillars model of Information Literacy, 3D version by Sheila Webber ACRL VWIG meeting in Spring, 2012 Background Library science faculty teaching graduate and undergraduate students in the virtual world of Second Life (SL) document benefits of cost effectiveness, opportunities for global collaboration, and numerous possibilities for sustainable learning through the use of virtual worlds (VWs). Webber and Nahl state, "expanded connectivity facilitates greater interaction at all levels of the profession, enabling faculty, students and practitioners to collaborate virtually and learn from each other in unprecedented ways" (2011, p.9). Howard looked at factors influencing information literacy needs in the UK for higher learning and reported the need to merge IL skills with academics due to increased use of the Internet and rapidly changing information needs of students (2012). VWs offer simulated face-to-face learning and networking opportunities without the need to travel Big 6 Model for Research (Eisenberg) a 3D Model by Valerie Hill, PhD International Information Literacy In October 2012, a panel on IL around the globe was held in SL, jointly sponsored by ACRL and the UK Centre for Information Literacy Research. Panelists from the UK, Poland, Chile, Greece, and the US expressed common concerns about digital information literacy needs, 21st century learning skills, such as digital citizenship, and the frequent use of oneshot sessions to address these needs. (Livestream video: http://livestre.am/4bIEl) In addition to expanded global teaching and learning opportunities 3D virtual worlds also offer the ability to express IL needs and standards using creative visual models Conclusions Future studies are needed to address IL on a global scale which include best practices for 3D virtual learning environments. As learners develop skills for global collaboration, IL must evolve to include 21st century learning skills that move toward a personalized Web 3.0 that balances use of new technologies with the need for privacy and confidentiality. References http://goo.gl/quGr7c Global Information Literacy Panel in Second Life, Fall 2012 RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com