Informational Literacy IL
http://www.ala.org/acrl/issues/infolit/overview/intro--- Information from this website
Have you ever heard of Data Smog? A term coined by author David Shenk, it refers to the idea that too much information can create a barrier in our lives. This data smog is produced by the amount of information, the speed at which it comes to us from all directions, the need to make fast decisions, and the feeling of anxiety that we are making decisions without having ALL the information that is available or that we need.
The concept of Information Literacy may seem too broad and overwhelming. Why should students learn all this? Because we want to remove the obstacles to creativity which are caused by lack of understanding of the research process. We only want to introduce students to those skills which will allow them to succeed in their future chosen paths
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. An information literate individual is able to:
Information literacy initiates, sustains, and extends lifelong learning through abilities which may use technologies but are ultimately independent of them.
Because information literacy augments students’ competency with evaluating, managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students.
The Boyer Commission Report, Reinventing Undergraduate Education, recommends strategies that require the student to engage actively in "framing of a significant question or set of questions, the research or creative exploration to find answers, and the communications skills to convey the results..." 4 Courses structured in such a way create student-centered learning environments where inquiry is the norm, problem solving becomes the focus, and thinking critically is part of the process. Such learning environments require information literacy competencies.
To take fullest advantage of problem-based learning, students must often use thinking skills requiring them to become skilled users of information sources in many locations and formats, thereby increasing their responsibility for their own learning.
As students progress through their undergraduate years and graduate programs, they need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipline-specific research methods.
Have you ever heard of Data Smog? A term coined by author David Shenk, it refers to the idea that too much information can create a barrier in our lives. This data smog is produced by the amount of information, the speed at which it comes to us from all directions, the need to make fast decisions, and the feeling of anxiety that we are making decisions without having ALL the information that is available or that we need.
The concept of Information Literacy may seem too broad and overwhelming. Why should students learn all this? Because we want to remove the obstacles to creativity which are caused by lack of understanding of the research process. We only want to introduce students to those skills which will allow them to succeed in their future chosen paths
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. 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, and access and use information ethically and legally
Information literacy initiates, sustains, and extends lifelong learning through abilities which may use technologies but are ultimately independent of them.
Because information literacy augments students’ competency with evaluating, managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students.
The Boyer Commission Report, Reinventing Undergraduate Education, recommends strategies that require the student to engage actively in "framing of a significant question or set of questions, the research or creative exploration to find answers, and the communications skills to convey the results..." 4 Courses structured in such a way create student-centered learning environments where inquiry is the norm, problem solving becomes the focus, and thinking critically is part of the process. Such learning environments require information literacy competencies.
To take fullest advantage of problem-based learning, students must often use thinking skills requiring them to become skilled users of information sources in many locations and formats, thereby increasing their responsibility for their own learning.
As students progress through their undergraduate years and graduate programs, they need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipline-specific research methods.
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