Difference between revisions of "Information Literacy"

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*[http://www.uwindsor.ca/units/leddy/leddy.nsf/InformationLiteracyPolicy University of Windsor, Canada]
*[http://www.uwindsor.ca/units/leddy/leddy.nsf/InformationLiteracyPolicy University of Windsor, Canada]
*[http://www.library.yorku.ca/binaries/Home/ILManifesto.pdf York University, Canada]
*[http://www.library.yorku.ca/binaries/Home/ILManifesto.pdf York University, Canada]
= Related Articles =
*[[Literacy Programs]]
= Blogs/Websites to Watch =
= Blogs/Websites to Watch =

Revision as of 08:50, 11 June 2009


In 1989 the American Library Association (ALA) Presidential Committee on Information Literacy issued a Final Report which defined four components of information literacy, it seems that the Information Literacy can be defined like this: Information literacy is a set of abilities requiring individuals to "recognize when information is needed and to locate, evaluate and use effectively the needed information. " (http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm)

Alternative definitions for information literacy have been developed by educational institutions, professional organizations and individuals. The American Association of School Librarians (AASL) published (1998) nine standards [1] describing the attributes of information literate students. Currently under revision, these standards are grouped into three categories: information literacy, independent learning and social responsiblity. Taken together the categories, standards and indicators describe what students must master to be considered information literate.

Some educators argue "information literacy" suggests only the ability to decode information and, therefore, that "information fluency" [2] more accurately describes the set of abilities needed for effective use of information. According to Danny Callison, Professor and and Executive Associate Dean of the School of Library and Information Science at Indiana University, information fluency is the ability to apply the skills associated with information literacy, computer literacy and critical thinking to address and solve information problems across disciplines, across academic levels, and across information format structures [3] (in press).

Success Stories

Tips for Teaching Information Literacy Classes

Learning Object Repositories

  • ANTS: Animated Tutorial Sharing ProjectThis project was designed to enable librarians to share in the development of point-of-need animated tutorials for a multitude of e-products. The project makes use of new Collaborative Information Technology (CIT) via an Open Source Institutional Repository (DSpace), a Wiki, RSS Feeds and Web Pages. This enables participants to (1) identify tutorials for development and (2) keep others up to date on their work. Initially only COPPUL librarians could add content to the Repository; but as of October 2006, any librarian can add content as well as download open source tutorials. It should also be noted that as its list of e-resources for tutorial development is on a Wiki, the list is considered to be a starting point for development. Anyone can add new e-products to the list of tutorials for development. Similarly, other types of library tutorials are welcome. One need only indicate that it exsists on the wiki and ensure that the source code for the tutorial is uploaded into DSpace.
  • CORIL A small but growing Canadian repository of interactive tutorials, lecture slides and handouts sponsored by the Ontario Council of University Libraries.
  • PRIMO A database of links to "peer-reviewed instructional materials created by librarians to teach people about discovering, accessing and evaluating information in networked environments". Produced by the Instruction Section of the ALA/ACRL.


Curriculum Maps


Related Articles

Blogs/Websites to Watch

Specific Blog Posts/Articles to Check Out