Role of Information Literary in Higher Education
In 1974, the term ''information literacy'' was framed outside of academia by a lawyer named paul
Zurkowiski, who was a head of the information industry association. Mr. Zurkowski issued a plan to the national Commission on Libraries and Information Science (NCLIS). In which
he offered recommendations to the US government that it should create a national program, the primary goal of which is to attain universal information literacy within the next decade.
According to Zurkowski, ''people trained in the application of information resources to their work can be called information literates. they have learned techniques and skills for utilizing the wide rang of
information tools as well as primary sources in modeling information-solutions to their
problem.''
In his recommendation to the US goverment to help frame a new concept of information Literacy.
Zurkowski targeted the private sector (Bowden, 20010), and his focal objective from this project was utilizing information literaracy as a problem-solving tool for workplace context (Pinto et al., 2010). paradoxically, the evolution of the concept took another stream, which is the public sector, particularly within the field of library sciences. librarians and academics embraced the concept of information literacy and set it as their focal objectives (Pinto, Cordom Diaz, 2010), Information literacy has thus evolved gradually from a problem-solving tool approach confined within the four walls of the private sector, into a major influence and embracement by the library sector and academia, and later on morphed into a main concept strongly linked to information technology, electronic databases, and technical expertise.
Information literacy is a crucial skill in the pursuit of knowledge. it involves recognizing when information is needed and being able to efficiently locate. accurately evaluate, effectively use, and clearly communicate information in various formats. it refers to the ability to navigate the rapidly growing information evironment, which encompasses an increasing number
of information suppliers as well as the amount supplied, and includes bodies of professional literature, popular media, libraries, the internet, and much more, increasingly, information is avilable in unfiltered formats, raising question about its authenticity, validitiy, and reliability, this abundance of information is of little help to those who have not learned how to use it effectively.
To become lifelong learners, we need to know not just how to learn, but how to teach ourselves.
we must acquire the skills necessary to be independent, self-directed learners, An information literate person should be able to:
'Identify information needs and determine the extent of information needed. clearly and concisely define the question to be answered, and realize the question may evolve''.
Locate and retrieve appropriate sources of information.
o Understand the structure of information: how is it produced, disseminated, organized, cataloged, stored, and retrived, and how these factors vary by discipline. for example how do scholars or professionals keep up to date in and contribute to field.
o use indexes and other search tools effective and efficiently to find specific resorces
(e.g., select, use3 appropriate search techniques, evaluate results).
Evaluate information and its sources critically. o understand different types of sources and formats, and how to use them.
o Evaluate the relevance and reliability of the information retrieved.
Synthesize the information retrieved, integrate it into one's current knowledge base, and successfully apply it to the original information need.
present this newly acquired knowledge so that others can use it.
o determine the audience's needs and the best presentation format, know the standards and criteria for presenting information in the relevant subject/field/discipline.
o properly cite sources: direct the audience to sources of further information and acknowledge one's sources.
Translate these abilities and concepts to new projects and disciplines.
In addition to providing access to information, wesleyan's librarians assist students in developing research skills appropriate for their particular needs and levels of scholarship. we offer sessions with individual students, group sessions outside of class, in-class presentation, and externsive assistance for course-integrated instruction on learning from and contributing to the professional
literature of a field.
INFORMATION LITERACY AND INFORMATION TECHNOLOGY
Information literacy is related to information technology skill, but has broader
implications for the individual, the educational system, and individual to use computers, soft6were
applications, databases, and other technologies to achieve a wide variety of academic, work- related , and personal goals, Information literate individuals necessarily develop some technology skills.
Information literacy, while showing significant overlap with information technology skill, is a
distinct and broader area of competence. increasingly, information technology skills are interwoven with, and support, information literacy. a 1999 report from the national, research council promotes the concept of ''fluency'' with information
technology and delineates several distinctions useful in understanding relationships among information literacy, computer literacy. and broader
technological competence, the report notes that ''computer literacy'' is concerned with rote learning of specific hardware and software application. while fluency with technology'' focuses on understanding the underlying concepts of technology and applying problem -solving and critical thinking to using technology, the report also discusses differences between information technology fluency and information literacy as it is understood in k-12 and higher education . among
these are information literacy's focus on content, communication, analysis, information searching, and evaluation, whereas information technology ''fluency'' focuses on a deep understanding of technology and graduated increasingly skilled use of it.
''fluency'' with information technology may require more intellectual abilities than the rote learning of software and hardware associated with ''computer litercy'', but the focus is still on the technology itself. information literacy, on the other hand, is an intellectual framework for understanding, finding, evaluating, and using information --activities which may be accomplished in
part by fluency with information technology, in part by sound investigative methods, but most important. through critical discernment and reasoning, information literacy initiates, sustains,
and extends lifelong learning through abilities which may use technologies but are ultimately independent of them.
Information literacy and higher education
This framework for information literacy for higher education ( framework
grows out of a belief that information literacy as an educational reform movement will realize its potentinal only
through a richer, mor complex set of core ideas. during the fifteeen years since the publication of the information literacy
competency standards for higher education academic librarians and their partners in higher education association have developet learning outcomes, tools, and resources that some institution have deployed to infuse
information literacy concepts and skills into their curricula. howeve, the rapidly changing higher education environment, along with the dynamic and often uncertian information ecosystem in which all of us work
and live, require new attention to be focused on foundational ideas about that ecosystem. student have a greater role and
responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. theaching faculty have a greater responsibility
in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. librarians have a greater responsibility in identifying core
ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculim
for inforamtion literacy, and in collaborating more extensively with faculty.
developing lifelong learners is central to the mission of higher education instutions. by ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth
throughout their careers, as well as in their roles as informed citizens and member of communities. information literacy is a key componet of, and contributor to lifelong learning. information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all areas of life. because information literacy augments students' competency with evaluting,
managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students.
for students not on traditional campuses, information resources are often available through networks and other channels, and distributed learning technologies permit teaching and learning to occur when the teacher
and the student are not in the same place at the time. the challenge for that promoting information literacy in
distance education courses is to develop a comparable range of experiences in are learning about information
Information literacy and higher education
This framework for information literacy for higher education ( framework
grows out of a belief that information literacy as an educational reform movement will realize its potentinal only
through a richer, mor complex set of core ideas. during the fifteeen years since the publication of the information literacy
competency standards for higher education academic librarians and their partners in higher education association have developet learning outcomes, tools, and resources that some institution have deployed to infuse
information literacy concepts and skills into their curricula. howeve, the rapidly changing higher education environment, along with the dynamic and often uncertian information ecosystem in which all of us work
and live, require new attention to be focused on foundational ideas about that ecosystem. student have a greater role and
responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. theaching faculty have a greater responsibility
in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. librarians have a greater responsibility in identifying core
ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculim
for inforamtion literacy, and in collaborating more extensively with faculty.
developing lifelong learners is central to the mission of higher education instutions. by ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth
throughout their careers, as well as in their roles as informed citizens and member of communities. information literacy is a key componet of, and contributor to lifelong learning. information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all areas of life. because information literacy augments students' competency with evaluting,
managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students.
for students not on traditional campuses, information resources are often available through networks and other channels, and distributed learning technologies permit teaching and learning to occur when the teacher
and the student are not in the same place at the time. the challenge for that promoting information literacy in
distance education courses is to develop a comparable range of experiences in are learning about information
resources as are offered on tradititional campuses. information
literacy competencies for distance learning students should be comparable to those for ''on campus'' students.
incorporating information literacy across curricula, in all programs and services, and throughout that administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators. through ectures and by leading discussions, faculty establishes the context for learning. faculty also inspire students to explore the unknown, offer guidance on how best to fulfill information needs, and monitors students' progress. academic librarians coordinate the evaluation and many points of access to information, and provide instruction to student and faculty who seek information. administrators create opportunities for
collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for those programs, and provide ongoing resources to sustain the.
conclusion:
the rapidly evolving information landscape has demonstrated a need for education
methods and practices to evolve and adapt accordingly. information literacy is a key focus of educational institution at all levels and in order to uphold this standard, institutions are promoting a
commitment to lifelong learning and an ability to seek out and identify innovations that will be needed to keep pace with or outpace changes.
Educational methods and practices. within our increasingly information-centric society, must facilitate and enhance a student's ability to harness the power of information. key to harnessing the power of information is the ability to evaluate information, to ascertain among other things its relevance, authenticity and modernity. the information evaluation process is crucial life skill and a basis for lifelong learning. according to lankshear and knobel, what is needed in our education system is a new understanding of literacy, information literacy and on literacy teaching. educators need to learn to account for the context of our culturally and linguistically diverse and increasingly globalized societies. we also need to take account for the burgeoning variety of text forms associated with information and multimedia thechnologies.
REFERENCES:
American association of school librarians and association for educational communications and technology. 1998.
Information power: building partnership for learning. chicago: ALA. bawden. D (2001, March).
Information and digital literacies: A Review of concepts. in journal of documentation, No.57,
pp. 218-259. behrens , S.J. ( 1994, April).
A conceptual analysis and historical overview of information literacy. college and research libraries, vol. 55, no 4, pp. 309-322.
Bligh, donald a. (2000). what's the use of lectures? in gibbs,
Teaching in higher education: theory and evidence.
San francisco : jossey-bass publishers, 346 p.
bruce, c. and candy, p . (eds.) (2000)
Information literacy around the world:
Advances in programs and research. wagga, wagga, Australia, centre for information studies charles sturt university. bruce, c. (1997).
The seven faces of information literacy: seven faces of
Information literacy : AULSIB press, adelaide auslib press.!!
JAI HIND BANDEMATARM
literacy competencies for distance learning students should be comparable to those for ''on campus'' students.
incorporating information literacy across curricula, in all programs and services, and throughout that administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators. through ectures and by leading discussions, faculty establishes the context for learning. faculty also inspire students to explore the unknown, offer guidance on how best to fulfill information needs, and monitors students' progress. academic librarians coordinate the evaluation and many points of access to information, and provide instruction to student and faculty who seek information. administrators create opportunities for
collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for those programs, and provide ongoing resources to sustain the.
conclusion:
the rapidly evolving information landscape has demonstrated a need for education
methods and practices to evolve and adapt accordingly. information literacy is a key focus of educational institution at all levels and in order to uphold this standard, institutions are promoting a
commitment to lifelong learning and an ability to seek out and identify innovations that will be needed to keep pace with or outpace changes.
Educational methods and practices. within our increasingly information-centric society, must facilitate and enhance a student's ability to harness the power of information. key to harnessing the power of information is the ability to evaluate information, to ascertain among other things its relevance, authenticity and modernity. the information evaluation process is crucial life skill and a basis for lifelong learning. according to lankshear and knobel, what is needed in our education system is a new understanding of literacy, information literacy and on literacy teaching. educators need to learn to account for the context of our culturally and linguistically diverse and increasingly globalized societies. we also need to take account for the burgeoning variety of text forms associated with information and multimedia thechnologies.
REFERENCES:
American association of school librarians and association for educational communications and technology. 1998.
Information power: building partnership for learning. chicago: ALA. bawden. D (2001, March).
Information and digital literacies: A Review of concepts. in journal of documentation, No.57,
pp. 218-259. behrens , S.J. ( 1994, April).
A conceptual analysis and historical overview of information literacy. college and research libraries, vol. 55, no 4, pp. 309-322.
Bligh, donald a. (2000). what's the use of lectures? in gibbs,
Teaching in higher education: theory and evidence.
San francisco : jossey-bass publishers, 346 p.
bruce, c. and candy, p . (eds.) (2000)
Information literacy around the world:
Advances in programs and research. wagga, wagga, Australia, centre for information studies charles sturt university. bruce, c. (1997).
The seven faces of information literacy: seven faces of
Information literacy : AULSIB press, adelaide auslib press.!!
JAI HIND BANDEMATARM
This is dummy text. It is not meant to be read. Accordingly, it is difficult to figure out when to end it. But then, this is dummy text. It is not meant to be read. Period.
ConversionConversion EmoticonEmoticon