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information literacy and how it is used today
information literacy and how it is used today
information literacy and how it is used today
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The American Association for School Libraries defines information literacy as the ability to use many types of reference resources and literacies to find information. The different types of reference resources and literacies include: digital, visual, textual, and technological literacies. The American Association for School Libraries has four main learning standards. The first covers inquiry, thinking critically, and gaining knowledge. The second standard includes drawing conclusions, making informal decisions, applying knowledge to new situations, and creating new knowledge. The third standard asks students to be able to share knowledge and participate ethically. It also requires them to be productive as members of our democratic society. The fourth standard asks students to pursue personal and aesthetic growth. (http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf)
The importance of information literacy in the 21st century can be seen in the new ways technology is affecting information and the way it is delivered. According to Heider (2009) “research suggests that early information literacy instruction, using informational texts and collaborative, teacher-librarian curriculum planning, promotes critical thinking and increases the ability to problem-solve—two skills necessary for survival in today’s Information Age” (p. 513) Problem solving is a skill that is transferable across disciplines. Heider (2009) also discusses the rapid growth of the amount of information available on the Internet and how this growth is making it increasingly difficult for educators (and librarians) to “prepare students for the future without teaching them how to be effective infor...
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...to foster information literacy skills.
Works Cited
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf
Heider, K.L. (2009). Information literacy: the missing links in early childhood education. Early Childhood Education Journal 36: 513-518
Badke, W. (2013). Pushing a big rock up a hill all day: promoting information literacy skills. Online Searcher, Nov/Dec 2013, 65-
Harding, J. (2008). Information literacy and the public library. Aplis, December 2008
McBride, M. F. (2011-2012). Reconsidering information literacy in the 21st century: the redesign of an information literacy class. Journal of Educational Technology Systems, Vol. 40(3), 287-300
Lili, L. & Lester, L. (2009). Rethinking information literacy instructions in the digital age. The International Journal of Learning, Vol. 16, No. 11.
However, think about the evolution of literacy and the different ways in which children and people learn and retrieve information; this definition could also include interaction with the digital text. There is a wide range as to what counts as literacy such as blogging, social networking, emailing, digital storytelling, online chats and even shopping online just to name a few. Not everyone will agree with what counts as literacy, but if students are not enlightened on the many aspects of what could make them valuable assets in the future; that would be negligent. In Rich’s article digital literacy is being discussed which is the topic this response will focus on. Learning is not restricted only to the classroom. Just like books, the Internet can take you places, on advantages without having to leave home. Digital literacy can be beneficial with the proper guidance of teachers, educators and
In earlier times, the acquisition and spreading of knowledge was not used to improve society. Instead it was used to have control and to exclude certain groups. As one could imagine, there needed to be a change in the way that the education system was set up. In her essay, “Project Classroom Makeover”, Cathy Davidson discusses how the “one size fits all” model of learning hinders students from learning in a new and modernized way. She suggests the notion that using technology to teach and learn can be effective in many ways. Davidson shows that using technology presents the opportunity for a traditional classroom to become more inclusive and creative. The “democratization of knowledge” is the improvement and modernization of how information is taught and learned. Having a modernized and advanced learning system is a vital point for students because they gain insight and experience with what is considered a society dominated by advanced technology. Technology has become a dominant resource in the 21st century which makes it a relevant and essential factor needed to succeed in the world of education and
Morrison, H. (1997). Information literacy skills: An exploratory focus group study of student perceptions. Research Strategies, 15 (1), 4-17.
Jones-Kavalier, B. R., & Flannigan, S. I. (2008). Connecting the digital dots: Literacy of the 21st
It is our duty to students to provide them with the skills to be literate in an increasingly complex world. The skills we teach must build a foundation for not only reading and writing, but literacy in media, science, art and history as well. We are teaching future generations the skills that they will need to grow and thrive in their time, not ours, and so we must prepare them for the next 100 years, where things will be growing and changing in ways that we could never predict. This is why literacy is important, and why it is even more important that we inform student’s sensibilities and ability to make informed decisions based on available facts. Perkins (2009) suggest that literacy is key to the development of life-long learning skills, and so it must be said that developing these “literacy” skills at a young age will lead to more successful learning all through life. It has never been our duty to predict the future, just to equip students with the tools to best work in the
Information Literacy is an important skill for the 21st century do to our busy and always on the move schedules. Recognizing when information is needed and being able to efficiently locate, accurately evaluate, effectively use, and clearly communicate the information, will help out when time is of an essence and the information needs information.
Children today are growing up in a digital world where their surrounding environments are rich with popular culture, leading teachers to reconsider and respond to new pedagogies for teaching literacy in the classroom (Beavis, 2012; Hall, 2011; Petrone, 2013; Walsh, 2010).
The purpose of Carr’s essay is to inform the reader about one skill that he believes is being undermined, which is reading. He believes the internet is rewiring the way the human mind operates. The internet has captured our attention and has shaped our process of thought. He recognizes how the change we are going through is the loss of book habits. The Web is now our default starting point for the majority of our work. He even has felt this skill eroded within himself, stating, “I’m not thinking the way I used to think. I can feel it most strongly when I’m reading” (Carr 408). He’s not alone, Bruce Friedman, a blogger has described how the internet has altered his mind, “I now have almost totally lost the ability to read and absorb a longish article on the web or print” (410). I am sure Carr and Friedman are not the only ones who have felt a change in their ability to read a book or a lengthy article and not get distracted. As a society, we have all been impacted by this, and we are Carr’s audience for his essay.
The skills students need to cultivate today are changing to reflect our technology rich world. The ability to learn and be able to access information is more important than just receiving information. Traditional methods of teaching such as lecturing no longer prepare students for the 21st century participatory culture. The Media 21 Initiative designed and implemented by Buffy Hamilton with co-teacher Susan Lester focuses on the teacher as a “guide on the side” rather than the “sage on the stage.” Integrating technology through cloud computing, social media tools, and personal learning networks provided students the framework to facilitate their own learning. Hamilton and Lester collaborated to teach students digital citizenship, effective use of information, evaluation methods, writing skills, all taking place in an inquiry based learning environment. Students involved in this project transitioned from learning in isolation to learning as part of a community.
The methodology is based on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education and uses its core concepts for literacy and research, implemented with flexible options by adhering to large ways of understanding or practicing within a
Wright, S., Caputa, F., & Fugett, A. (2013).Using e-readers and internet resources to support comprehension. Educational Technology and Society, 16(1), 367-379. Retrieved from Scopus database
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Imagine someone born in the early 1900’s entering a modern-day classroom. They would likely be confused as to what televisions, computers, cell phones, and other electronic devices are. It is also likely that they would be overwhelmed by the instant access to information that the internet provides. Digital media has become a large part of people’s everyday lives especially with the rise of digital media in classrooms. Digital media is growing so rapidly that people who are not adapting to this shift in culture are falling behind and becoming victims of the “digital divide”, this is leaving people misinformed. Digital media has a large effect on the way that people communicate, this is especially evident in the way that students interact with
The question people are asking themselves today is, Is digital literacy just as important as daily subjects such as reading, writing, and math for our students today? To prepare for this paper I was given three excerpts to read. Right away I was drawn to how much time we spend on the internet daily and what types of things we do while we are on the internet. I realized that today’s society is dependent on the internet for most things like doing homework, researching information, shopping, and getting on social media websites. While reading a fact sheet named Fact Sheet: Digital Literacy, “We live in an internet economy I came across interesting facts such as 96% of Americans use technology and internet at their jobs and 28% of American don’t
Society is currently in a period of rapid technological change. Computers are becoming a household item as well as a highly advanced tool for most every workplace. The entire world is interlinked through the Internet and information is being transferred across the globe in a matter of seconds. Computers are getting smaller and quicker and the amount of information they can store is getting larger. In this information society that we are becoming, a new advanced form of literacy threatens to debilitate anyone who refuses to step into the computer age. Computer illiteracy endangers not only the individual but our nation’s economy. Whether you like it or not, computers are the new language and those who refuse to accept this will be left in the dust . Computer illiteracy must be addressed now or there will be a whole new population of specialized illiterates in America.