Searching for "information literacy"

information literacy Latin America, Spain, Portugal

Uribe-Tirado, A., Pinto, M., & Machin-Mastromatteo, J. (2017). Developing information literacy programs: Best practices from Latin America, Spain and Portugal. Information Development, 33, 543–549. https://doi.org/10.1177/0266666917728470
https://www.researchgate.net/publication/320286184_Developing_information_literacy_programs_Best_practices_from_Latin_America_Spain_and_Portugal

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http://blog.stcloudstate.edu/ims?s=information+literacy

information literacy

Bolkan, J. (2017). Report: Librarians Say Info Literacy Is Important, They Don’t Have the Tools to Teach It -. Retrieved January 9, 2017, from https://campustechnology.com/articles/2017/01/05/report-librarians-say-info-literacy-is-important-they-dont-have-the-tools-to-teach-it.aspx
“While a number of respondents believe implementing or improving assessment tools could allow their libraries to better meet users’ information literacy instruction needs, those surveyed already have a number of other ideas on how to achieve this aim,” according to a report on the survey results. “For one, many librarians believe that better integrating information literacy within and across existing curricula would boost their users’ information literacy skills. Similarly, many respondents feel that the answer lies in working more closely with faculty and other instructors — learning about their needs, educating them on the importance of information literacy and the resources the library offers, and encouraging them to include more research-based projects in their coursework.”

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more on information literacy in this IMS blog

http://blog.stcloudstate.edu/ims?s=information+literacy

information literacy

“From Teaching to Consulting: Librarians as Information Literacy Designers. An Interview with Carrie Donovan” by Brian Mathews.  Posted to The Ubiquitous Librarian blog.

http://chronicle.com/blognetwork/theubiquitouslibrarian/2015/06/08/from-teaching-to-consulting-librarians-as-information-literacy-designers-an-interview-with-carrie-donovan/

“Library instruction and information literacy is poised for a transformation that will be groundbreaking and inspiring.” (Donovan)  It was heartening to see that Donovan was troubled and inspired by Susanna Cowan’s “Information Literacy: The Battle We Won That We Lost?” (portal: Libraries and the Academy, 14(1):23-32; online at https://muse-jhu-edu.libproxy.stcloudstate.edu/journals/portal_libraries_and_the_academy/v014/14.1.cowan.pdf).  “The question is not about information literacy’s validity. The question is whether we must cling to information literacy as a narrower concept and practice within educational (and now many other) institutions that rely, still, on librarians as key purveyors of this knowledge.” (Cowan)

“Something that has helped me [to begin to transition to a place where “I can leave behind my sense of ownership of information literacy”] was not to hang on to how I have done things in the past and to seek out new ideas and to consider all the options – even those that really challenge my way of thinking, my professional identity, and what I think I know to be true.” (Donovan)

“If we care about information literacy, let us be brave enough to let it go and find innovative ways to further the educational underpinnings of the concept without the bulky and perhaps untimely programmatic weight.” (Cowan)

 

 

 

Keith

 

Keith Ewing

Professor, Library Systems & Digital Projects

information literacy and social media

library approach to information literacy. or WHAT IS information literacy?

is it the 90-ish notion of standing up in front of bored class and lecturing them how important is to use the online databases, which the university subscribe for

52% of teens use YouTube or other Social Media sites for a typical research assignment in school:

slide 29 out of 56:

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http://image.slidesharecdn.com/generationzfinaljune17-140617085136-phpapp01/95/meet-generation-z-forget-everything-you-learned-about-millennials-29-638.jpg

Infographic from:

http://www.adweek.com/news/advertising-branding/gen-z-infographic-can-help-marketers-get-wise-future-159642

Should information literacy be about digital literacy? Geo-spatial knowledge?

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Should information literacy include videos? Games?

Should information literacy be multiliteracy? Transliteracy?
http://blog.stcloudstate.edu/ims/2014/11/27/scholarly-communication-and-information-literacy/

This is what Gen Z will expect from information literacy in particular, from library and education in general:
https://www.youtube.com/watch?feature=player_detailpage&v=h11u3vtcpaY#t=314

 

Digital & Information Literacy a la EasyBib

Tips for Teaching Digital & Information Literacy

http://content.easybib.com/tips-for-teaching-digital-information-literacy/#.VH4eeTHF_To

Digital & Information Literacy Lesson Highlights:

Digital Literacy and Web Literacy: What’s the Difference?

http://content.easybib.com/digital-literacy-and-web-literacy-whats-the-difference/

Resources for Teaching Digital & Web Literacies

http://content.easybib.com/resources-for-teaching-digital-web-literacies

The Challenge of Information Literacy in a time of Social Media and Pervasive Information by Neil Krasnoff

http://content.easybib.com/the-challenge-of-information-literacy-in-a-time-of-social-media-and-pervasive-information/

the challenge of social media with respect to information literacy is that networked individuals are continually bombarded with information. Thus, information literacy’s importance must make the leap from the academic world, where purposeful information search is the norm, to “real life,” where information continually competes for the audience.

 http://content.easybib.com/infographic-information-literacy-issues

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Scholarly Communication and Information Literacy

Intersections of Scholarly Communication and Information Literacy
Creating Strategic Collaborations
for a Changing Academic Environment

http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/Intersections.pdf

p. 4. digital literacies (including teaching new technologies and rights issues, and the emergence of
multiple types of non-textual content);

p. 7.  every librarian has a role in teaching, whether formally or informally, about scholarly
communication issues.

p. 11. Librarians play a unique role in teaching faculty, graduate students, and undergraduate students about
the complete life cycle of information through educational programs geared to different disciplines and
levels of student learning. Undergraduates are now likely to be required to work collaboratively on a
wiki or to write a blog for a class as the first steps in a writing or research assignment or even as the final
product.

p. 12.  ALA OITP Digital Literacy Task Force defined digital literacy as, “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills” (2012, p. 1). In its statement of recommendations to governments and organizations, the International Federation of Library Associations and Institutions noted that, “media and information literacy includes all types of information resources: oral, print, and digital” (IFLA 2011). Comprehending all kinds of content, including data, statistical, financial, and visual, as well as text, is a critical outcome intended by media and information literacy programs.

p. 13. Data literacy is an area where the impact of external forces, ranging from the increasing demand on students to find and use data to funder mandates to have data management plans, point to a critical area of intersection between scholarly communication and information literacy.

p. 14. Transliteracy is an emerging concept that challenges the current structures of information literacy and scholarly communication programs alike. The definition indicates that this is a key area where scholarly communication and information literacy intersect:

The essential idea here is that transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media. It is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction among all these literacies. (Ipri, 2010, p. 532)

p. 15.  Intersection 3: New Roles for Librarians

Reframing Information Literacy as a Metaliteracy

Reframing Information Literacy as a Metaliteracy

https://comminfo.rutgers.edu/~tefko/Courses/e553/Readings/Mackey%20Metalitreacy%20CLR%202011.pdf

p. 62

Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities.
Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online.

Information literacy was the term used most frequently in the United States from the late 1980s through most of the 1990s and is still used regularly. (Craig Gibson, “Information Literacy and IT Fluency: Convergences and Divergences,” Reference & User Services Quarterly 46, no. 3 (2007): 24.)
p. 64. Social media and online collaborative communities are not specifically addressed in the standard definitions, but many of the highlighted skills are pertinent to today’s information environment.

…these institutional frameworks are not on the cutting edge of emerging trends; they lag behind the innovations of Web 2.0 and social media. Metaliteracy expands the scope of information literacy as more
than a set of discrete skills, challenging us to rethink information literacy as active knowledge production and distribution in collaborative online communities.

Media Literacy,
Digital Literacy,
Visual Literacy,
Cyberliteracy,
Information Fluency,
Metaliteracy

p. 69. While new literacy movements have similar foundation elements to information literacy, specifically
related to critical reading and critical thinking, as well as proficiencies in finding, synthesizing, and creating information, differences are often emphasized based on the specificity of technology or media
formats. As each new form of literacy is introduced, the shared literacy goals related to critical thinking and information skills are often overlooked, creating an unnecessary divide between information literacy
and other literacy types. The information literacy literature has also contributed to this separation in an effort to clarify important distinctions between information and computer skills, or between traditional
bibliographic instruction and new media literacy. Metaliteracy reinforces stronger
connections between information literacy and other literacy frameworks. This approach looks at the foundation principles that unite information and technology, rather than focusing on differences based
on discrete skills, distinct technologies, or media formats.

 

x-literacies
Jon Dron’s blog

https://landing.athabascau.ca/blog/view/708453/x-literacies
Computer literacy
Internet literacy
Digital literacy
Information literacy
Network literacy
Technology literacy
Critical literacy
Health literacy
Ecological literacy
Systems literacy
Statistical literacy
New literacies
Multimedia literacy
Media literacy
Visual literacy
Music literacy
Spatial literacy
Physical literacy
Legal literacy
Scientific literacy
Transliteracy
Multiliteracy
Metamedia literacy

 

academic library teaching information technology

Does your library have exciting, innovative ways to train your patrons about
information technology?
The ALA/Information Today, Inc. Library of the Future Award honors an
individual library, library consortium, group of librarians, or support
organization for innovative planning for, applications of, or development of
patron training programs about information technology in a library setting.
The annual award consists of $1,500 and a 24k gold-framed citation of
achievement.  All types of libraries are welcome to apply!
The 2017 award winner was the Muncie Public Library for their innovative
“Digital Climbers” program that motivates and inspires children ages eight and
up to experiment with technology and master skills that contribute to learning
in science, technology, engineering, art and math.
ALA is currently accepting nominations for the 2018 Library of the Future
Award: http://www.ala.org/awardsgrants/awards/213/apply.  The online
application is to be submitted to ALA by February 1, 2018.  For additional
information, contact Rene Erlandson, Award Jury Chair,
rene.erlandson@gmail.com or Cheryl Malden, ALA Governance Office,
cmalden@ala.org.
My note: where I work, such effort will be dismissed as “this belongs to public libraries.”
Does it? What does your academic library do to excel patrons in information technology.
where I work – not much. All is “information literacy” in its 90ish encapsulation.

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more on information technology in this IMS blog
http://blog.stcloudstate.edu/ims?s=information+technology

media literacy part of digital citizenship

Making Media Literacy Central to Digital Citizenship

that kind of tech — expensive, bleeding-edge tools — makes headlines but doesn’t make it into many classrooms, especially the most needy ones. What does, however, is video.

68 percent of teachers are using video in their classrooms, and 74 percent of middle schoolers are watching videos for learning.

Video is a key aspect of our always-online attention economy that’s impacting votingbehavior, and fueling hate speech and trolling. Put simply: Video is a contested civic space.

We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes media literacy and savvy.

equip students with some essential questions they can use to unpack the intentions of anything they encounter. One way to facilitate this thinking is by using a tool like EdPuzzle

We need new ways of thinking that are web-specific. Mike Caulfield’s e-book is a great deep dive into this topic, but as an introduction to web literacy you might first dig into the notion of reading “around” as well as “down” media — that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a reverse Google image search).

Active viewing — engaging more thoughtfully and deeply with what you watch — is a tried-and-true teaching strategy for making sure you don’t just watch media but retain information.

For this content, students shouldn’t just be working toward comprehension but critique; they need to not just understand what they watch, but also have something to say about it. One of my favorite techniques for facilitating this more dialogic and critical mode of video viewing is by using aclassroom backchannel, like TodaysMeet, during video viewings

only 3 percent of the time tweens and teens spend using social media is focused on creation

There are a ton of options out there for facilitating video creation and remix, but two of my favorites are MediaBreaker and Vidcode.

The Anti-Defamation League and Teaching Tolerance have lesson plans that connect to both past and present struggles, and one can also look to the co-created syllabi that have sprung up around Black Lives MatterCharlottesville, and beyond. Pair these resources with video creation tools,

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more on media literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=media+literacy

more on digital citizenship in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+citizenship

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