Information Literacy Defined
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This document defines information literacy and discusses embedding it in the classroom. It states that information literacy is the ability to locate, evaluate, and use relevant resources to address an information need. It also notes that information literacy forms the basis for lifelong learning and is common to all disciplines. The document then provides links to examples of embedding information literacy, such as a one-credit information literacy course and an information literacy program for nursing. It concludes by wishing readers happy holidays.
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This document provides an introduction to information literacy. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. The document outlines the objectives of an information literacy workshop, which are to understand the importance of information literacy in higher education and the need for information literacy skills. It discusses how the volume of available information makes filtering and managing information difficult. The document also summarizes the ACRL's standards for information literacy competency and defines an information literate individual as someone who can determine how much information they need, access it efficiently, critically evaluate sources, incorporate information into their own knowledge, use information effectively for a purpose, and understand legal and ethical issues surrounding information use.
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1. Maynooth University implemented a new curriculum focused on developing critical skills in students and embedding information literacy.
2. The library saw this as an opportunity to collaborate more broadly by developing resources to teach key information literacy competencies across disciplines.
3. They created online tutorials, videos and guides covering topics like evaluating information, researching, citing sources, and understanding plagiarism to help students develop skills outlined in the university's graduate attributes.
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This document discusses information literacy and its importance. It defines information literacy as the ability to recognize when information is needed, locate and evaluate appropriate information sources, and apply that information effectively. Information literacy is an important skill in today's environment of rapid technological change and abundant information. It allows individuals to intelligently participate in academic studies, the workplace, and personal life. The document also discusses how information literacy skills are developed through problem-based and inquiry-driven learning approaches that require students to actively engage in research.
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1. Maynooth University implemented a new curriculum focused on developing critical skills in students and embedding information literacy.
2. The library saw this as an opportunity to collaborate more broadly by developing resources to teach key information literacy competencies across disciplines.
3. They created online tutorials, videos and guides covering topics like evaluating information, researching, citing sources, and understanding plagiarism to help students develop skills outlined in the university's graduate attributes.
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Information Literacy: A new Paradigm in Digital Information Age
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Theories and Principles of Information Literacy
This document discusses theories and models of information literacy. It covers social constructivism as the main theoretical base for information literacy. Learners construct new knowledge by connecting it to existing concepts. Three prominent models are described: Kuhlthau's 6-stage information search process model, Stripling and Pitts' 10-step thinking frame model, and the Big6 program's 6-step learning model for defining tasks, seeking information, locating sources, using and synthesizing information, and evaluating the process. References are provided.
School libraries and information literacy
School libraries provide students with access to information and resources that foster reading, inquiry skills, and learning beyond the classroom. Information literacy involves skills that enable lifelong learning, including determining information needs, accessing and evaluating information critically and ethically. Models for teaching information literacy, like the Big6 process, provide frameworks to help students solve information problems by defining tasks, seeking, locating, using, synthesizing, and evaluating information. The goal is for students to develop capabilities to evaluate and use information throughout their lives.
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Enables people to interpret and make informed judgments as users of information sources
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This document discusses the impact of information and communication technology (ICT) on education. It notes that ICT allows faster access to more detailed information but that students must learn to think critically and creatively. ICT has also divided those who have access from those who do not, known as the "digital divide." The document discusses how ICT can increase access to education through distance learning and enhance teaching and administration. However, it also notes ICT risks replacing effective teaching and creating antisocial or unhealthy behaviors in students. The future of education may see a transformation with knowledge no longer confined to schools and skills training increasingly matching job requirements.
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Information literacy: tools and resourcesScottish Library & Information Council (SLIC), CILIP in Scotland (CILIPS)
An introduction to the Information Literacy Framework and Portal for health information. Presented by Eilean Craig and Rob Westwood at the CILIPS Centenary Conference Scottish Health Information NEtwork seminar which took place 4 Jun 2008.Kutner & Armstrong - Rethinking Information Literacy in a Globalized World
Kutner & Armstrong - Rethinking Information Literacy in a Globalized WorldIL Group (CILIP Information Literacy Group)
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The role of information literacy in higher education an initiative at al akh...
Abstract
This paper, part of which was presented at the 12th annual AMICAL conference at the American University in Bulgaria held in Blagoevgrad, on 29 May 2015, reports on a doctoral research project which explores the meaning and role of information literacy in higher education and lifelong learning. It also highlights an information literacy initiative at a Moroccan university, namely Al Akhawayn University in Ifrane, and how its academic library strives to promote it. Living in an age of information tsunami and technological advancement, issues of information access, evaluation, retrieval and effective use, have become significantly critical in our societies. Directing the attention to the issue of information literacy and framing the best practices on how they can be best blended into the learning process of students are of paramount importance. Like other libraries across the globe, Mohammed VI Library at Al Akhawayn University in Morocco has realized the importance of information literacy and has worked in various ways to address this issue. This paper will describe the university strategy of teaching Information Literacy to graduate and undergraduate students in a number of ways. Recommendations to improve and support this initiative, including incorporating information literacy and skills across the university's curriculum, and fostering more effective partnerships between the Al Akhawayn university library and the teaching faculty, will be also discussed in this paper.
Information literacy
The document discusses the evolution of the term "information literacy" and related concepts. It explores various definitions of information literacy, information competence, and 21st century skills. It also examines frameworks and studies that promote the development of information literacy and the important role of school libraries in teaching these skills to students.
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Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
Presentation
The document describes a series of lessons on information literacy for secondary school students. The lessons are centered around a project on tourism. Students will learn skills like narrowing topics, forming research questions, selecting keywords, evaluating sources, and writing bibliographies. Several information literacy models are compared, including their strengths for different age groups. The lessons apply elements of the PLUS model and involve group work, discussions, worksheets and reflecting on the research process.
online assignment
Information literacy is a set of skills that allows individuals to find, evaluate, and use information effectively. These skills are needed to navigate the abundant and diverse information available in various formats. Information literacy involves determining how much information is needed, accessing it efficiently, evaluating sources critically, incorporating information, understanding legal and ethical issues, and using information effectively. It is a broader competence than just technology skills, involving critical thinking abilities. Developing information literacy is important for higher education as it supports lifelong learning and is considered a key outcome by accrediting organizations. Teaching information literacy requires collaboration between faculty, librarians, and administrators through integrating it across curricula.
Information Literacy through the eyes of Teachers And Librarians
Information Literacy through the eyes of Teachers And LibrariansQuezon City Librarians Association, Inc.
Quezon City Librarians Association Inc sponsored forum on information literacy. Forum speaker is Ms. Elvie B. Lapuz of University of the Philippines Diliman Library.Information Literacy In The Eyes Of Teachers And Librarians
Quezon City Librarians Association Inc sponsored forum on information literacy. Forum speaker is Ms. Elvie B. Lapuz of University of the Philippines Diliman Library.
Information_Literacy_Academic__Research_Level_2018.ppt
The document discusses information literacy, including its definition, importance in higher education, and how information seeking behaviors have changed with the rise of the internet and search engines. It provides definitions of information literacy from several organizations and perspectives. It also addresses the role of libraries and librarians in teaching information literacy skills and ensuring students are prepared to evaluate information critically and use it effectively. Finally, it discusses how information literacy can be integrated across educational institutions through collaboration between faculty, librarians, and administrators.
Info. lit standards
The document discusses information literacy standards for higher education. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. The standards were developed by the Association of College and Research Libraries to promote information literacy among students in higher education. The document outlines six standards and various performance indicators and outcomes for each standard to help students develop information literacy skills that are important for academic success and lifelong learning.
Forsyth Faculty
The document discusses how integrating information literacy practices into academic courses can be a disruptive innovation that helps engage and motivate diverse students. It proposes using tools like KWL charts and annotated bibliographies to teach students skills for finding, evaluating, and using information effectively. Mainstreaming information literacy in this way could help address issues like low remediation rates and improve student success, learning, and preparedness for college and career.
Information Literacy
This document discusses the importance of information literacy and building partnerships between faculty and librarians to promote it. An information literate person can locate, evaluate, and use information effectively. The document recommends that faculty and librarians collaborate to identify student learning needs, develop meaningful assignments, and produce lifelong critical thinkers. When faculty and librarians work together, it provides unique opportunities to address teaching issues and reduce plagiarism.
Information Literacy Competency.pptx
This document discusses information literacy competencies. It defines competency and information literacy competency, outlining that competency involves knowledge, skills, and attitudes. It describes the Association of College and Research Libraries' five information literacy competency standards for higher education. The document also discusses measures to improve information literacy in India, including integrating information literacy into education, establishing forums, and conducting programs through groups like libraries and the government's education initiatives.
Information Literacy 2009
This document discusses information literacy and the University of Pittsburgh's approach. It defines information literacy as a set of skills needed to find, analyze, and use information. The University of Pittsburgh sees information literacy as important to lifelong learning and has made it a priority. The ULS teaches information literacy through courses, workshops, tutorials, and consultations, with topics like research strategies and evaluating sources. It assesses students' skills through tests and aims to help students improve areas of weakness.
Information Literacy Assessment Presentation
15 minute presentation showing results of information literacy assessment in Freshman English classes at University of Connecticut's regional campuses fall semester 2011. April 6, 2012, UConn Dept. of Freshman English Conference, Storrs, CT
Information Literacy Programme in the Scientific Institutes of Kolkata: A Survey
Information Literacy Programme in the Scientific Institutes of Kolkata: A SurveyIndian Institute of Management Ahmedabad
The present paper deals with the concept, need, types of
information literacy. Further it explores about the information literacy models, standards/frameworks, popular information literacy programmes and groups, and Information Literacy Programmes held in the Scientific Institutes of Kolkata.Going global
Information and technical literacy are important skills that enable lifelong learning. They involve the ability to locate, evaluate, and use information effectively from various sources. Incorporating these literacies into classes helps students master content, extend their investigations, and take more control over their own learning. Teachers should partner with librarians to help students develop skills in evaluating sources and think critically. Multiple workshops are more effective than a single orientation.
Li- Rethinking information literacy competency standards in the 21st century
This presentation discusses rethinking information literacy competency standards in the 21st century. It explores the key relationships between computer literacy, information literacy, and library literacy in academic environments. It addresses dilemmas in integrating information literacy instruction into academic programs. Practical suggestions are provided, such as using information literacy instruction models and teaching students how information is delivered, accessed, and used ethically in academic sources and online environments. The goal is to improve information literacy instructions to help students develop competencies for using new information technologies and formats.
Njasl presentation december2010
This document summarizes a presentation on information literacy progression standards in New Jersey. It discusses the importance of information literacy, the evolution of information literacy standards, and an overview of the progression standards. It also provides examples of how the standards can be implemented in classroom assignments. The progression standards have been endorsed by several New Jersey library and education organizations to guide the development of students' information literacy skills from two-year to four-year academic programs.
Currents in Information Literacy: Standards, Lessons, and Learners
Presentation on the trends in formation literacy, standards for planning information literacy programs, learning styles and the application to learning information skills, and assessment tools.
Currents in Information Literacy: Standards, Lessons, and Learners Standards,...
The document discusses challenges and strategies for teaching information literacy. It summarizes standards and assessments for information literacy from organizations like AASL/AECT and ACRL. The document also discusses challenges of implementing information literacy on university campuses due to different priorities between librarians and faculty. It proposes teaching strategies like inquiry-based learning, problem-based learning, and project-based learning to develop students' information literacy skills.
Basic IL for teachers & librarians
The document discusses information literacy, which is defined as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. It outlines the characteristics of information literacy and discusses its importance for students, citizens, workers, and in higher education. The roles and responsibilities of institutions, libraries, librarians, and teaching faculty in developing information literacy are also examined.
What is information literacy
Information literacy is defined as the set of skills needed to recognize when information is needed and to locate, evaluate, and effectively use that information. The Association of College and Research Libraries established 5 standards for information literacy: 1) determining the extent of information needed; 2) accessing information effectively; 3) evaluating information sources critically; 4) using information to accomplish a specific goal; and 5) understanding legal and ethical issues surrounding information use. Information literacy supports lifelong learning across all disciplines and education levels by enabling self-directed learning and greater control over one's own education.
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Information Literacy through the eyes of Teachers And Librarians
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Information Literacy Programme in the Scientific Institutes of Kolkata: A Survey
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TP
The document discusses teaching philosophy and the role of academic librarians as educators in the information age. It emphasizes that academic librarians should focus on teaching students lifelong learning skills like finding, accessing, evaluating, and using information. The author sees their role as a student-centered educator who respects students and fosters critical thinking. They aim to make students information literate and prepared to independently access information after graduation. The author advocates for innovative teaching methods like embedding library services into course management systems to better integrate the library into the educational process. They also discuss improving instruction through gathering student and faculty feedback.
Reserves blackboard
This document proposes integrating the library's electronic reserves service into the college's course management system, Blackboard. It discusses how the current electronic reserves system works separately from Blackboard and the benefits of integrating the two systems. Integrating them would allow students to access reserve materials directly from their Blackboard courses in one place, without having to leave Blackboard. This would provide a better user experience by streamlining access in a single location familiar to students and faculty. The document puts forth a proposal to implement this integration by adding stable links to electronic reserves materials in a standard "Course Reserves" area within Blackboard courses.
Embed micro com100
This document provides instructions for a library research skills assignment for college students. It outlines activities for students to complete individually and with their assigned groups over the course of two weeks. In week one, students will evaluate websites in small groups and post their analysis online. They will consider factors like credibility and whether the sites contain suitable sources for research papers. In week two, students will comment on another group's post and attend a library workshop to learn about resources and complete a research assignment due the following week. The goal is for students to learn how to effectively find and assess information for their college studies.
Com101 lesson plan
The document describes a 50-75 minute library instruction session for students taking a COM 101 course. The session teaches students how to evaluate information sources, particularly websites and academic journals, for their assignment on body image. Students work in groups to evaluate websites on the topic and then search an academic database for peer-reviewed articles. The goal is for students to learn how to critically assess information sources and identify reliable sources for their research.
Assessment tools analysis
The document compares two information literacy assessment tools: iSkills and SAILS. iSkills is a proprietary test from ETS that measures critical thinking skills through scenario-based tasks. It is administered online in a proctored environment. SAILS is an open source test from Kent State University that measures competency standards through a multiple choice knowledge test. It is also administered online but does not require proctoring. Both tools measure skills aligned with the ACRL standards but iSkills focuses more on performance of tasks while SAILS focuses on knowledge.
Cindy Stewart. IL Course
This one-credit information literacy course aims to teach students critical thinking skills like recognizing bias, raising questions, and considering alternative systems of thought and unintended consequences, rather than just regurgitating theories. The goal is for students to use the knowledge gained to think critically and openly.
Cindy Stewart. IL Course
This one-credit information literacy course aims to teach students critical thinking skills like recognizing bias, raising questions, and considering alternative systems of thought and unintended consequences, rather than just regurgitating theories. The goal is for students to use the knowledge gained to think critically and openly.
Information Literacy Course. 1 credit. Cindy Stewart. CMSJ
This document provides information about a 1-credit, fall 2011 information literacy course at the College of Mount St. Joseph. The course has no prerequisites and will meet on Tuesdays from 12:15-1:30 pm. It requires two textbooks and introduces information literacy as the ability to recognize when information is needed and to locate, evaluate, and effectively use that information. The class schedule outlines readings and assignments for each class session focusing on developing research skills and strategies.
CMSJ students green initiatives
The Green Campus Student Environmental Group met on January 27, 2011. Kristen discussed affiliating the group with the US Green Building Council to network with other groups and access resources. The group is continuing plans for an energy conservation campaign, including an Earth Day event on April 20 featuring recycling competitions, a green roof tour, and a visit from zoo animals. Members were assigned tasks related to the campaign such as obtaining recycling bins and power strips, organizing events, and researching double-sided copying.
Sustainability in Classroom
This document discusses sustainability in the classroom and moving towards a paperless or less paper environment. It provides examples from the University of North Texas and University of Toronto of their paperless classroom initiatives. It also lists various online resources for references, ebooks, images, citation manuals and subject guides that can reduce printing. Tips are given for going paperless and using new green file formats. Additional resources on sustainability in higher education are shared, along with articles on making the paperless classroom possible and web applications that can help. Participating in FreeRice.com is suggested as a way for classrooms to help address world hunger issues.
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Information Literacy Defined
- 1. Embedding Information Literacy in the Classroom Instructional Delivery Committee. CMSJ. 11.10.11
- 3. Information Literacy Defined “The ability to locate, retrieve, evaluate, and use relevant resources to address an information need” An information literate individual is able to: Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, (Information Literacy Competency Standards for Higher Education 2000, ALA, ACRL, endorsed by the American Association for Higher Education, the Council of Independent Colleges)
- 4. Information Literacy Defined Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. “Information literacy” and “foundations and skills for lifelong learning” are among the Essential Learning Outcomes developed by AACU (American Association of Colleges and Universities) Information literacy is not the same as computer literacy (which requires a technological know-how to manipulate computer hardware and software)
- 6. Embedding Information Literacy in the Classroom “Teaching a one-credit information literacy course. Why Have I Decided to Teach It?” - Cindy Stewart http://slidesha.re/uHiHAF “Information Literacy Program for the Nursing Department” - Nancy Hinzman and Susan Falgner “Embedding Librarian Initiatives in Traditional and Online Learning Environments” - Robert Bodle and Janna Hoglund
- 7. Embedding Information Literacy in the Classroom Follow Instructional Delivery Committee on: http://twitter.com/msjidc http://msjidc.wordpress.com HAPPY HOLIDAYS!