Learning and Teaching Information Technology Computer Skills in Context

Learning and Teaching Information Technology  Computer Skills in Context by Michael B. Eisenberg and Doug Johnson  There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education?  Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995).  Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis.  Moving from teaching isolated technology skills to an integrated approach is an important step that takes a great deal of planning and effort. Fortunately, we have a model for doing so. Over the past 25 years, library media professionals have worked hard to move from teaching isolated "library skills" to teaching integrated "information skills." They found that information skills can be integrated effectively when the skills (1) directly relate to the content area curriculum and to classroom assignments, and (2) are tied together in a logical and systematic information process model.  Schools seeking to move from isolated information technology skills instruction will also need to focus on both of these requirements. Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes.  A meaningful, unified information technology literacy curriculum must be more than a "laundry list" of isolated skills, such as knowing the parts of the computer, writing drafts and final products with a word processor, and searching for information using the World Wide Web.  While these specific skills are important for students to learn, the "laundry list" approach does not provide an adequate model for students to transfer and apply skills from situation to situation. These curricula address the "how" of computer use, but rarely the "when" or "why." Students may learn isolated skills and tools, but they would still lack an understanding of how those various skills fit together to solve problems and complete tasks. Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true "information technology literacy" because they have genuinely applied various information technology skills as part of the learning process.  The curriculum outlined on pages 2-3 of this ERIC Digest, "Technology Skills for Information Problem Solving," demonstrates how technology literacy skills can fit within an information literacy skills context (American Association of School Librarians, 1998). The baseline information literacy context is the Big6 process (see sidebar and Eisenberg & Berkowitz, 1988, 1992, 1999, 2000). The various technology skills are adapted from the International Society for Technology in Education's National Educational Technology Standards for Students (2000) and the Mankato Schools Information Literacy Curriculum Guideline. Students might reasonably be expected to authentically demonstrate these basic computer skills before graduation.  Some technology literacy competencies that may be relevant in some situations include: (1) knowing the basic operation, terminology, and maintenance of equipment, (2) knowing how to use computer-assisted instructional programs, (3) having knowledge of the impact of technology on careers, society, and culture (as a direct instructional objective), and (4) computer programming.  Defining and describing technology skills is only a first step in assuring all our children become proficient information and technology users. A teacher-supported scope and sequence of skills, well designed projects, and effective assessments are also critical. Equally essential is collaboration among classroom teachers, teacher librarians, and technology teachers in order to present students with a unified and integrated approach to ensure that all children master the skills they will need to thrive in an information rich future (Eisenberg & Lowe, 1999).  REFERENCES  American Association of School Librarians. (1995). Information literacy: A position paper on information problem solving. Emergency Librarian, 23 (2), 20-23. (EJ514998).  American Association of School Librarians. (1998). Information literacy standards for student learning. Chicago: American Library Association.  American Association of School Librarians & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.  American Library Association. (2000). Information literacy community partnerships toolkit. Available online: http://library.austin.cc.tx.us/staff/lnavarro/communitypartnerships/toolkit.html  Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Available online: http://www.ala.org/acrl/ilintro.html  Bawden,D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57 (2), 218-59. (EJ632998).  The Big6 skills information problem-solving approach. [Online]. Available: http://www.big6.com  Bruce, C. S. (1997). Seven faces of information literacy. Blackwood, South Australia: Auslib Press.  Bruce, C. S. (1997). The seven faces of information literacy in higher education. Available online: http://www2.fit.qut.edu.au/InfoSys/bruce/inflit/faces/faces1.htm  California Media and Library Educators Association Staff. (1993). From library skills to information literacy: A handbook for the 21st century. Englewood, CO: Libraries Unlimited, Inc.  Committee on Information Technology Literacy, National Research Council. (1999). Being fluent with information technology. Available online:http://www.nap.edu/books/030906399X/html  Doyle, C. S. (1994). Information literacy in an information society: A concept for the information age. Syracuse, NY: ERIC Clearinghouse on Information & Technology. (ED372763).  Eisenberg, M. B. (1999). Essential skills for the information age: The Big6 in action. Video, 38 minutes. Worthington, Ohio: Linworth Publishing.  Eisenberg, M. B. (2001). Beyond the bells and whistles: Technology skills for a purpose. MultiMedia Schools, 8 (3), 44-48, 50-51. (EJ633043).  Eisenberg, M., & Berkowitz, B. (1988). Curriculum initiative: An agenda and strategy for library media programs. Norwood, NJ: Ablex. (ED296731).  E0isenberg, M. B., & Berkowitz, R. E. (1992). Information problem-solving: The big six skills approach. School Library Media Activities Monthly, 8 (5), 27-29,37,42. (EJ438023).  Eisenberg M., & Berkowitz, R. E. (1997). The big six and electronic resources: A natural fit. Book Report, 16 (2), 15, 22. (EJ550884).  Eisenberg, M. B., & Berkowitz, R. E. (1999). Teaching information & technology skills: The Big6 in elementary schools. Worthington, Ohio: Linworth Publishing.  Eisenberg, M. B., & Berkowitz, R. E. (2000). Teaching information & technology skills: The Big6 in secondary schools. Worthington, Ohio: Linworth Publishing.  Eisenberg, M. B., & Ely, D. P. (1993). Plugging into the "Net." Emergency Librarian, 21 (2), 8-16. (EJ471260).  Eisenberg, M. B., & Lowe, C. A. (1999). Call to action: Getting serious about libraries and information in education. MultiMedia Schools, 6 (2), 18-21. (EJ586238).  Eisenberg, M. B., & Spitzer, K. L. (1991). Information technology and services in schools. In M. E. Williams (Ed.), Annual review of information science and technology, Vol. 26. (pp. 243-285). Medford, NJ: Learned Information, Inc. (EJ 441 688).  Fulton, K. (1997). Learning in the digital age: Insights into the issues. The skills students need for technological fluency. Santa Monica, CA: Milken Family Foundation. Available online: http://www.mff.org/pubs/ME164.pdf  Garland, K. (1995). The information search process: A study of elements associated with meaningful research tasks. School Libraries Worldwide, 1 (1), 41-53. (EJ503407).  International Society for Technology in Education (ISTE). (2000). National educational technology standards for students-connecting curriculum and technology. Eugene, OR: International Society for Technology in Education.  Johnson, D. (1995a). Captured by the web: K-12 schools and the World Wide Web. MultiMedia Schools, 2 (2), 24-30. (EJ499841).  Johnson, D. (1995b). The new and improved school library: How one district planned for the future. School Library Journal, 41 (6), 36-39. (EJ505448).  Johnson, D. (1995c). Student access to the Internet: Librarians and teachers working together to teach higher level survival skills. Emergency Librarian, 22 (3), 8-12. (EJ497895).  Johnson, D. (1999a). A curriculum built not to last. School Library Journal, 45 (4), 26-29. (EJ586404).  Johnson, D. (1999b). Implementing an information literacy curriculum: One district's story. NASSP Bulletin, 83 (605), 53-61. (EJ585576).  Johnson, D. (2000). Information power: Building standards that are useful. Teacher Librarian, 28 (2), 19-20. (EJ623553).  Johnson, D. (2001). What gets measured gets done: A school library media and technology program self-study workbook. (ED450809). Available online:http://www.doug-johnson.com/new.html  Kasowitz, A. S. (2000). Using the Big6 to teach and learn with the Internet. Worthington, Ohio: Linworth Publishing. (ED449781).  Klink, M.T. (1999). Resource-based learning. Knowledge Quest, 27 (4), 26-30. (EJ588282).  Kuhlthau, C. C. (1993). Implementing a process approach to information skills: A study identifying indicators of success in library media programs. School Library Media Quarterly, 22 (1), 11-18. (EJ473063).  Kuhlthau, C. C. (1995). The process of learning from information. School Libraries Worldwide, 1 (1), 1-12. (EJ503404)  Loertscher, D. V., & Woolls, B. (2002). Information literacy: A review of the research (2nd ed.). Hillow Research and Publishing.  Mankato Schools Information Literacy Curriculum Guideline. [Online]. Available: http://www.isd77.k12.mn.us/resources/infolit.html  McKenzie, J. (2000). Beyond technology: Questioning, research and the information literate school. Bellingham, WA: FNO Press.  McNally, M. J., & Kulhthau, C. C. (1994). Information search process in science education. Reference Librarian, 44, 53-60. (EJ488273).  Minnesota Department of Education. (1989). Model learner outcomes for educational media and technology. St. Paul, MN: Minnesota Department of Education. (ED336070).  Moursund, D. (1995). Effective practices (part 2): Productivity tools. Learning and Leading with Technology, 23 (4), 5-6.  Nuts and bolts of the Big6: In search of information literacy. [Online]. http://www.kn.pacbell.com/wired/big6  Pappas, M. L. (1993). A vision of school library media centers in an electronic information age. School Library Media Activities Monthly, 10 (1), 32-34,38. (EJ469122).  Pappas, M. L. (1995). Information skills for electronic resources. School Library Media Activities Monthly, 11 (8), 39-40. (EJ499875).  Potter, C. J. et al. (2000). Information and technology literacy standards matrix. Madison, WI: Wisconsin State Dept. of Public Instruction. (ED445663).  Rader, H. B. (1994). Information literacy and the undergraduate curriculum. Library Trends, (44) 2, 270-278.  Spitzer, K. S., Eisenberg, M. B., & Lowe, C. A. (1998). Information literacy: Essential skills for the information age. Syracuse, NY: ERIC Clearinghouse on Information & Technology. (ED427780).  Todd, R. J. (1995). Information literacy: Philosophy, principles, and practice. School Libraries Worldwide, 1 (1), 54-68. (EJ503408).  Todd, R. J. (1995). Integrated information skills instruction: Does it make a difference? School Library Media Quarterly, 23 (2), 133-138. (EJ497921).  Todd, R. J. (1999). Transformational leadership and transformational learning: Information literacy and the World Wide Web. NASSP Bulletin, 83 (605), 4-12. (EJ585570).  Wisconsin Educational Media Association. (1993). Information literacy: A position paper on information problem-solving. Madison, WI: WEMA Publications. (ED376817).  The Authors Michael B. Eisenberg is Dean and Professor, University of Washington Information School.  Doug Johnson is Director of Media and Technology, Mankato Public Schools, Mankato, Minnesota.  Copyright Note This webpage is a copy of the ERIC Digest,  Learning and Teaching Information Technology Computer Skills in Context published by the US Federal government.  ERIC Digests are in the public domain and may be freely reproduced and disseminated.  The text from that digest on this page is in the public domain.  All other information on this page (including the arrangment of the subject matter) is copyright (c) 2003 Michael Lorenzen. from http://www.libraryinstruction.com/info-tech.html

Information Literacy and Teacher Education

Information Literacy and Teacher Education Jo Ann Carr "Critical thinking skills," "problem solving," "decision making": both the popular and professional literature use these phrases in reporting on skills that the K-12 curriculum must provide to equip students for the 21st century. All three of these phrases refer to cognitive skills that are necessary to create new knowledge and to learn how to learn. A recognition that learning how to learn is fundamental to economic and personal success in the information age has been cited by sources as diverse as Alvin Toffler and the Secretary's Commission on Achieving Necessary Skills (SCANS) and Goals 2000 reports (Doyle, 1994). This ability to learn how to learn is a key characteristic of those who are information literate; i.e., those who "know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them" (American Library Association [ALA], 1989, p. 2). If teachers are to use information so that others can learn from them, then teachers must be information literate. This Digest will discuss the concept of information literacy (the ability to access, evaluate, and use information from a variety of sources) and its relevance for teachers.  RATIONALE FOR INFORMATION LITERACY FOR TEACHERS The American Library Association Presidential Committee on Information Literacy recognized that the "information age is divorced from most teaching styles" (ALA, 1989, p. 12). In its report, the ALA Presidential Committee called for a restructuring of the learning process in order to create a new information-age school characterized by interactive, self-initiated learning with the teacher as the guide to learning. In March 1998, the National Forum on Information Literacy (NFIL), a broad-based association of over 65 national organizations, issued "A Progress Report on Information Literacy" in which they reported on the status of the recommendations of the 1989 report. Recommendation five from the 1989 report stated: "Teacher education and performance expectations should be modified to include information literacy concerns." Progress reported in 1998 on this recommendation was: "none" (National Forum, 1998, p. 5). The lack of progress is especially notable given the changes in technology for accessing information in the intervening years. This increase in information technology has resulted in the development of new standards, which deal in whole or in part with information literacy skills for K-12 students, by other professional associations.  The International Society for Technology in Education National Educational Technology Standards Project (NETS) has begun a multi-year effort to "effectively support use of technology for teaching-learning and administration" (Thomas, 1998, p. 11). Their first set of standards focuses on a technology foundation for students and includes the use of technology research tools "to locate, evaluate and collect information from a variety of sources" and to "evaluate and select information resources" (Thomas, 1998, p. 22). In June 1998, the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology released "Information Literacy Standards for Student Learning," which addresses issues in information literacy, independent learning, and social responsibility, as a guide for "school library media specialists and other K-12 educators as they cultivate and refine their students' information literacy skills in print, nonprint and electronic format" ("Information Literacy Standards," 1998). Teachers cannot prepare their students to be information literate unless they themselves understand how to find and use information.  The Commission on Higher Education of the Middle States Association of Colleges and Schools has been implementing standards for information literacy at the institutional level for some years. The association offers professional development workshops on this topic in conjunction with its national meetings.  This need to know not just content but also the process of learning is supported not only by the exploding amount of information but also by new understandings of cognitive science. Recent studies in cognitive science refute the notion that content comes before process, recognizing that the process of accessing, evaluating, and using information is integral to understanding content. The information-literate teacher will also be able to select and use resources most appropriate to multiple intelligences and learning styles (Warmkessel & McCade, 1997).  GUIDELINES FOR INFORMATION LITERACY FOR TEACHERS The two major professional associations for librarians who work with preservice teachers and inservice teachers have each developed guidelines and position statements on what information-literate teachers need to know. The Education and Behavioral Sciences Section (EBSS) of the Association of College and Research Libraries (ACRL) places emphasis on conceptually based skills for searching, retrieving, and evaluating information for learners who are undergraduate students, graduate students, practitioners, and researchers. The EBSS identifies a sequence of skills that begins with understanding that the generation and communication of knowledge in education includes recorded and unrecorded sources and formats that differ in publication cycles and authority. The process of intellectual access includes the development of a strategy for locating information that takes into consideration the different terminologies and organization of access tools such as databases, Internet resources, and print materials. This intellectual access is improved by an understanding of the citation, URL, or other bibliographic representation for information sources, which then guides the educator to physical access and evaluation of information sources. Lastly, the EBSS skills highlight the importance of the collaborative roles of teachers and library media specialists in developing assignments that will provide opportunities for K-12 students to refine their own information literacy skills (Libutti & Gratch, 1995, pp. 123-26).  The American Association of School Librarians issued a 1995 position paper on information competencies that stresses application rather than concepts. The paper recognizes the different roles of the administrator and the teacher in providing the integration of information literacy into the curriculum, supporting collaboration in planning and teaching among teachers and school library media specialists, and providing access to and using resource-based learning experiences, as well as notes the value of literature and technology as resources for student learning.  MODELS FOR TEACHERS' INFORMATION LITERACY Programs in information literacy for teachers range from individual workshops for both preservice and inservice teachers to course-related and course-integrated instruction. This breadth in program development and focus is illustrated in "Teaching Information Retrieval and Evaluation Skills to Education Students and Practitioners: A Casebook of Applications" (Libutti & Gratch, 1995). Ten case studies of teaching and learning situations for preservice and inservice teachers provide lesson plans and objectives, a session narrative, and a reflection on each case. These cases present reflective examples of programs that present instruction on such topics as resource-based teaching for student teachers, Internet searching for graduate education students, and conducting a literature review in preparation for a test critique. The cases develop these diverse themes in programs that range from a one-hour workshop to a semester course. Common themes emerging from these cases that are important to those developing information literacy programs for teachers are the heterogeneity of graduate students in education, the breadth and complexity of information resources in education, the impact of the World Wide Web on the need for exploration and evaluation, and a needed emphasis on teaching how to search for information using a variety of strategies.  The development of an integrated information literacy program for preservice teachers is described by Miner, whose program was focused on "preparing prospective teachers for ongoing self-renewal in terms of life-long learning" (1992, p. 259). This program at Brigham Young University began with independent workshops and, through revision based on the needs of student teachers, moved to a full-course, integrated program. Key to the success and growth of this program was the development of integrated course activities that would "fulfill course objectives at the same time they enhanced the planned development of . . . information literacy" (Miner, 1992, pp. 266-267).  O'Hanlon has provided a model for information literacy for teachers that emphasizes collaborative and problem-solving activities relevant to the student teacher. This model offers a guided design, which is based on Bloom's Taxonomy, and approximates real-life experience while modeling efficient practice in locating appropriate information sources (O'Hanlon, 1988).  CONCLUSION Professional associations for K-12 and higher education have recognized the importance of information literacy to the teaching-learning process. However, integration of information literacy into teacher preparation and development has not occurred. In moving towards this goal, the "Progress Report on Information Literacy" identified two specific courses of action. The first is "to encourage leaders in school reform movements to incorporate information literacy skills into their efforts" and the second is "to partner with national teacher education organizations to get information literacy on their agendas" (National Forum, 1998, p. 7). Teacher educators, teachers, and others interested in preparing K-12 students to be information literate can move forward by reflecting upon and adapting existing models.  REFERENCES American Association of School Librarians. (1995). COMPETENCIES FOR PROSPECTIVE TEACHERS AND ADMINISTRATORS. Chicago: American Library Association.  American Library Association Presidential Committee on Information Literacy. (1989). FINAL REPORT. Chicago: Author. ED 315 074  Doyle, C. S. (1994). INFORMATION LITERACY IN AN INFORMATION SOCIETY. ERIC Digest EDO-IR-94-1. Syracuse, NY: ERIC Clearinghouse on Information and Technology. ED 372 756  INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING. (1998). Chicago: American Library Association; Washington, DC: Association for Educational Communications and Technology.  Libutti, P., & Gratch, B. (Eds.). (1995). TEACHING INFORMATION RETRIEVAL AND EVALUATION SKILLS TO EDUCATION STUDENTS AND PRACTITIONERS: A CASEBOOK OF APPLICATIONS. Chicago: American Library Association.  Miner, A. (1992). Impact and implications of a library-use integrated program. REFERENCE LIBRARIAN, 17(24), 257-267.  National Forum on Information Literacy. (1998). A PROGRESS REPORT ON INFORMATION LITERACY: AN UPDATE ON THE AMERICAN LIBRARY ASSOCIATION PRESIDENTIAL COMMITTEE ON INFORMATION LITERACY: FINAL REPORT. Chicago: Author.  O'Hanlon, N. (1988). The role of library research instruction in developing teachers' problem solving skills. JOURNAL OF TEACHER EDUCATION, 39(6), 44-49. EJ 392 976  Thomas, Lajeane. (1998, August). ISTE releases national educational technology standards for students. CURRICULUM ADMINISTRATOR, 32(11), 11, 22.  Warmkessel, M. M., & McCade, J. M. (1997). Integrating information literature into the curriculum. RESEARCH STRATEGIES, 15(2), 80-88. EJ 547 874  Copyright Note This webpage is a copy of the ERIC Digest, Information Literacy and Teacher Education, published by the US Federal government and ERIC.   ERIC Digests are in the public domain and may be freely reproduced and disseminated.  The text from that book on this page is in the public domain.  All other information on this page (including the arrangment of the subject matter) is copyright (c) 2003 Michael Lorenzen. from http://www.libraryinstruction.com/information-lit.html

Information Literacy in an Information Society

Information Literacy in an Information Society
This  was adapted from the ERIC monograph, "Information Literacy in an Information Society: A Concept for the Information Age" by Christina S. Doyle (ED 372 763).
Information Literacy is the ability to access, evaluate, and use information from a variety of sources. As students prepare for the 21st century, traditional instruction in reading, writing, and mathematics needs to be coupled with practice in communication, critical thinking, and problem solving skills (Costa, 1985).
DEFINITION
An information literate person is one who:
* recognizes that accurate and complete information is the basis for intelligent decision making
* recognizes the need for information
* formulates questions based on information needs
* identifies potential sources of information
* develops successful search strategies
* accesses sources of information including computer-based and other technologies
* evaluates information
* organizes information for practical application
* integrates new information into an existing body of knowledge
* uses information in critical thinking and problem solving (Doyle, 1992)
CONCEPT EVOLUTION
A basic objective of education is for each student to learn how to identify needed information, locate and organize it, and present it in a clear and persuasive manner (Hashim, 1986, p.17). In "Educating Students to Think: The Role of the School Library Media Program" (Mancall, Aaron, & Walker, 1986), the role of the school library media program in achieving this basic objective was described: (1) school library media programs need to be involved in helping students develop thinking skills; (2) school library media programs need to take into account current research on how children and adolescents process information and ideas; and (3) school library media programs need to assist with the development of an information skills program in all curricular areas.
In 1987, Kuhlthau advanced the concept of information literacy further when she included library skills and computer literacy in the definition. Kuhlthau's work pointed the way toward the integration of information literacy with curriculum and presages the current development of the concept of information literacy with the library media center as the starting platform.
In 1988, the American Association of School Librarians (AASL), a branch of the American Library Association (ALA), published "Information Power" (ALA, 1988), national guidelines for school library media programs. The stated mission of "Information Power" is "to ensure that students and staff are effective users of ideas and information." This mission is accomplished by:
* providing intellectual and physical access to materials in all formats;
* providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas; and
* working with other educators to design learning strategies to meet the needs of individual students (ALA, 1988).
The concept of information literacy was advanced still further when the first meeting of the National Forum in Information Literacy (NFIL) took place on November 9, 1989. NFIL is a coalition of over 60 organizations from business, government, and education, all sharing an interest in and a concern for information literacy.
INFORMATION LITERACY IN CONTEXT
For an innovation to be successful, it needs to be integrated into the fabric of existing practice. Two major events driving information literacy into the arena of ideas are the Secretary's Commission on Achieving Necessary Skills (SCANS) Report, "What Work Requires of Schools" (1991), and "Goals 2000," the national agenda for education. The SCANS Report outlined the economic shift in contemporary American society toward information services. It suggested and recommended skills that all Americans will need for entry level employment. These recommendations were phrased as outcome measures and included both foundation skills and practical competencies. SCANS recommended a three-part skills foundation that included: (1) basic skills, such as communication and understanding in reading, writing, and speaking; (2) thinking skills, such as problem solving, knowing how to learn, the generation of new ideas, setting goals, and choosing best alternatives; and (3) personal qualities, such as responsibility, self esteem, sociability, self-management, integrity, and honesty (SCANS, 1991, p. xviii). There is a very close relationship between the full definition of information literacy and the recommendations of the SCANS Report, and this congruency provides a powerful argument for advancing the concept of information literacy.
In 1975, the National Governors' Conference publicized a list of national educational goals, but little was done to implement them. In 1990, the goals were widely publicized by President Bush's administration. In 1994, President Clinton signed legislation authorizing Goals 2000, giving the national education goals legal status. The aim of Goals 2000 was expressed as: "individually, to promote higher levels of individual student achievement, and collectively, to build a globally competitive American workforce" (America 2000, 1991, p.2). Six goals were proposed, covering issues ranging from the education of preschool children to adult literacy. In 1992, a panel of experts from the organizational memberships comprising the National Forum for Information Literacy, collaborated in a Delphi study that looked at the National Education Goals. One objective of this panel was to specify the outcome measures of information literacy that could be correlated with the means for achieving selected National Education Goals. Success in reaching this objective would result in listing the ways in which these education goals could be attained by applying the process of information literacy. Results of this research showed that the panel members reached consensus on 45 outcome measures for information literacy in the context of selected national education goals.
Both the SCANS Report and Goals 2000 agree on much of what is needed. There should be a greater focus on teaching all students to become independent lifelong learners, to become critical thinkers, to use a variety of technologies proficiently, and to work effectively with others.
TECHNOLOGY IMPACT
The process of information literacy requires not only the learning of a constellation of skills, but also a new way of thinking in order to derive meaning from learning. Technological storage and sharing of information has increased the availability of data tremendously. Much of this information is available only through telecommunications. Information literacy in telecommunications is achieved when learners know when to use online resources, know how to access information competently, know how to evaluate information as to accuracy and pertinence for each need, and know how to use this information to communicate effectively. Learners who are able to do this will have lifelong skills they will need in the Information Age.
EDUCATIONAL REFORM
Much of what occurs in classrooms today was first conceived in the early part of the twentieth century, during the industrial period of American economic history. School curriculum was viewed as a means for passing down to the student all the skills necessary for effective citizenry. As America moves toward an information society critical thinking skills, problem-solving skills, and competence in information literacy in order to process information become increasingly more important for all students. Information literacy needs to develop in the context of school reform, restructuring, assessment, and national goals. Currently, the professional curricular organizations of major subject areas are engaged in the process of redefining their national standards.
CURRICULUM STANDARDS
The National Council of Teachers of Mathematics (NCTM) paved the way for all national standards curriculum reform efforts. "Curriculum and Evaluation Standards for School Mathematics" views mathematics as "more than a collection of concepts and skills to be mastered; it includes methods of investigating and reasoning, means of communication, and notions of context. It involves the development of personal self-confidence" (NCTM, p. 5). Information literacy, as presented within the mathematics curriculum involves problem solving, the use of estimation, thinking strategies for basic facts, formulating and investigating questions from problem situations, use of computers and calculators, and other technologies. Assessment of mathematics also fits within the larger picture of information literacy, because the focus of evaluation is on using information in meaningful ways to demonstrate understanding.
The National Council for Social Studies (NCSS) has been in the process of revising their standards, with several steps yet to be completed before publication of "Curriculum Standards for the Social Studies." To understand and apply the concepts covered in the social studies curriculum, all students will need practice in information literacy skills. The standards state that "it is important that students be able to connect knowledge, skills, and values to action as they engage in social inquiry" (NCSS, 1993). Helping students acquire the skills to make good decisions is the basis of the new social studies standards, and information literacy is implicitly and explicitly intertwined.
The National Committee on Science Education Standards and Assessment (NCSESA) is in the process of producing "Science for All" (NRC, 1993), national science standards. The section on "The Nature of Science" includes "knowledge of the inquiry process, the ability to design and carry out an investigation, perspectives associated with critical thinking or habits of mind, and other positive attitudes usually associated with learning." This is an excellent application of information literacy using a hands-on approach appropriate to a particular subject matter.
SUMMARY
As American society has shifted from an economy based on capital goods (industrial) to an economy based on services (information), there has been a corresponding shift in what is expected from American education. Knowing how to ask the right questions may be the single most important step in learning. The process that is conducted in order to find answers to the right questions leads to the point at which information becomes knowledge. Information Literacy--the ability to access, evaluate, and use information from a variety of sources--is central to all successful learning and by extension to all successful living.
BIBLIOGRAPHY
American Association of School Librarians and Association for Educational Communications and Technology. (1988). INFORMATION POWER: GUIDELINES FOR SCHOOL LIBRARY MEDIA PROGRAMS. Chicago: Author. (ED 315 028)
American Library Association Presidential Committee on Information Literacy. (1989). FINAL REPORT. Chicago: Author. (ED 316 074)
Costa, A.L. (Ed.). (1985). DEVELOPING MINDS: A RESOURCE BOOK FOR TEACHING THINKING. Alexandria, VA: Association for Supervision and Curriculum Development. (ED 262 968)
Doyle, C.S. (1992). OUTCOME MEASURES FOR INFORMATION LITERACY WITHIN THE NATIONAL EDUCATION GOALS OF 1990. FINAL REPORT TO NATIONAL FORUM ON INFORMATION LITERACY. SUMMARY OF FINDINGS. (ED351 033)
Hashim, E. (1986). Educating students to think: The role of the school library media program, an introduction. In INFORMATION
LITERACY: LEARNING HOW TO LEARN. A COLLECTION OF ARTICLES FROM SCHOOL LIBRARY MEDIA QUARTERLY, 17. Chicago: ALA, 1991.
Kuhlthau, C.C. (1987). INFORMATION SKILLS FOR AN INFORMATION SOCIETY: A REVIEW OF RESEARCH. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ED 297 740)
Mancall, J. C., Aaron, S. L., & Walker, S. A. (1986). Educating students to think: The role of the library media program. A concept paper written for the National Commission on Libraries and Information Science. SCHOOL LIBRARY MEDIA QUARTERLY, 15(1), 18-27. (EJ 344 239)
National Commission on Excellence in Education. (1983). A NATION AT RISK: THE IMPERATIVE FOR EDUCATIONAL REFORM. Washington, DC: U.S. Government Printing Office. (ED 226 006)
National Council for the Social Studies. (1993). CURRICULUM STANDARDS FOR THE SOCIAL STUDIES, DRAFT 2. Washington, DC: NCSS.
National Council of Teachers of Mathematics. Commission on Standards for School Mathematics. (1989). CURRICULUM AND EVALUATION STANDARDS FOR SCHOOL MATHEMATICS. Reston, VA: NCTM. (ED 304 336)
National Research Council. (1993). NATIONAL SCIENCE EDUCATION
STANDARDS: AN ENHANCED SAMPLER. A WORKING PAPER OF THE NATIONAL COUNCIL ON SCIENCE EDUCATION STANDARDS AND ASSESSMENT. Washington, DC: NRC. (ED 360 175)
Secretary's Commission on Achieving Necessary Skills. (1991). WHAT WORK REQUIRES OF SCHOOLS: A SCANS REPORT FOR AMERICA 2000. Washington, DC: U.S. Government Printing Office. (ED 332 054)
U.S. Department of Education. (1991). AMERICA 2000: AN EDUCATIONAL STRATEGY SOURCEBOOK. (ED 327 985)
Copyright Note
This webpage is a copy of the ERIC Digest, Information Literacy in an Information Society, published by the US Federal government and ERIC.   ERIC Digests are in the public domain and may be freely reproduced and disseminated.  The text from that book on this page is in the public domain.  All other information on this page (including the arrangment of the subject matter) is copyright (c) 2003 Michael Lorenzen.

from http://www.libraryinstruction.com/information-literacy2.html

Information Literacy: Search Strategies, Tools & Resources

Information Literacy: Search Strategies, Tools & Resources by Ercegovac, Zorana and Yamasaki, Erika   In the current Information Age, the speed at which we work makes us increasingly dependent on high-quality, accurate information. However, information is becoming more voluminous, fragmented into different formats and media, and duplicated in multiple physical locations. In order to access and use these myriad sources effectively, people must be information literate.  As defined by the American Library Association (ALA) in its mission statement for the global information society, 21st century information literacy is the ability to seek and effectively utilize information resources, including knowledge of how to use technologies and the forms in which information is stored (ALA, 1998). This means that asking a good question, as well as accessing, locating, evaluating, and using information, is critical not only in scholarly activities but in making daily decisions.  Having accurate, up-to-date information determines the difference between the rich and the poor in the Information Age. Community colleges can make a vital contribution toward closing this gap by equipping their students with the ability to access, retrieve, and utilize information.  As we strive to understand information literacy issues in a more holistic manner, the Information Literacy: Search Strategies, Tools & Resources (ST&R) Program developed by Ercegovac (1997a) can provide invaluable guidance in a variety of information literacy environments.  This Digest briefly describes challenges facing information literacy development as well as ST&R and its usefulness to community college faculty and students.  INFORMATION TECHNOLOGY The growth of computer networks and information services has already enabled learners at all levels to share resources, collaborate with one another, and publish their results electronically. To use information sources effectively, we need both technology infrastructure (TI) and information literacy infrastructure (ILI) in place. While TI has been well-funded and developed, ILI is poorly applied in teaching and learning, and requires educators' attention.  Information technology is a tool for writing papers, communicating with colleagues worldwide, and exchanging experiments, ideas, and programs internationally. As community colleges are considering distance learning and adding new technologies to their curriculum, ensuring students' information literacy becomes vital. However, this shift may challenge existing campus dynamics.  A CURRENT CHALLENGE The proliferation of information sources and educational technology have created a dysfunctional relationship between community college faculty and librarians that is based on an outdated teaching/learning paradigm (Tompkins, 1996). Traditionally, teaching has been the purview of faculty while librarians were viewed as merely custodians of printed information resources. In the current Information Age however, librarians have become the primary instructors in community colleges to teach research methods and critical thinking skills as applied to information access (Academic Senate for California Community Colleges, 1996). As such, there is increasing support for community college librarians to be seen as key instructional team members and as partners with faculty (Tompkins, 1996; McHenry, Stewart & Wu, 1992).  Especially as libraries are transformed into integrated library/high technology centers, resource-based learning (i.e., drawing on resources beyond textbooks and lectures) and information literacy can be adopted as goals across academic disciplines. At Central Seattle Community College, for example, faculty linked an English composition course with one in library science to teach students how to use information literacy skills in the context of cultural pluralism (McHenry, Stewart & Wu, 1992). By working together, librarians and faculty were able to teach content as well as the valuable skill of navigating through complex data bases and information resources.  While faculty may know how to teach English composition or other standard courses, they may not be as comfortable teaching information literacy. Fortunately, an abundance of resources has emerged from sources including the Department of Education (1996), the ERIC Clearinghouse on Information and Technology (Eisenberg & Johnson, 1996) and independent authors (for example see Mendrinos, 1994). These publications state information literacy goals, review literacy tools, provide case studies, and present adaptable models of information literacy curricula.  THE ST&R PROGRAM One recently developed aid is the Information Literacy: Search Strategies, Tools & Resources (ST&R) Program that can be tailored to the local needs of colleges. It is comprised of three integrated instructional components: the ST&R book, a PowerPoint presentation for classroom use, and an HTML version of the book for installation on institutional servers.  Implemented at the intersection of learners and Web-ready information resources, ST&R can initiate students to the world of information literacy. It is a comprehensive and flexible tool that has been developed to enable students to become self-sustained seekers and users of information sources and digital libraries. This can be especially useful in the community colleges where many students are from disadvantaged or lower socio-economic backgrounds and previously may not have had access to such sources.  The program has been designed for anyone interested in the critical and effective use of all types of information sources regardless of their format (e.g., books, journal articles, manuscripts, log diaries, visual elements, and other artifacts) and medium (e.g., printed, electronic, and networked digital libraries). ST&R takes a user-centered perspective and focuses on the intellectual aspects of locating, evaluating, interpreting, and communicating information sources rather than on the technical aspects of these activities.  Furthermore, ST&R is comprehensive because it contains references to a variety of sources and digital repositories, introduces effective search strategies and tools for the use of these sources, and covers critical evaluation of these sources. In this one-stop "literacy mall," ST&R also offers exercises, a glossary of introduced terms and concepts, and Internet addresses of numerous sources available on the Web. In particular, the electronic version of ST&R allows students to connect automatically with Internet addresses and explore various search engines in an orderly and guided manner. Instructors are equipped with the "ST&R Show," based on the Microsoft PowerPoint 97 presentation program, that features links to selected Internet digital libraries and resources.  The ST&R Program also is flexible because its content is divided into a series of nine interrelated yet independent chapters. Students can expand each chapter by doing more exercises and searches, tracking new Web addresses, updating the existing ones, and developing their own portfolio of annotated information sources.  This program is the first attempt to translate research from the fields of information seeking, information retrieval, and educational psychology into a practical information literacy program. It can be utilized in a variety of academic settings including libraries, media centers, and classrooms. In addition, different academic departments may wish to incorporate individual parts of ST&R into their curricula to fit their own information literacy mission, students, and collections. Also, the program is scalable to the different academic abilities of community college students.  In summary, ST&R represents an accumulation of over 10 years of teaching, in-class testing with undergraduates at the University of California, Los Angeles, and feedback from real learners and users. It is based on understanding the user, active learning, a conceptual approach in teaching, and modularity (Ercegovac, 1995; 1997b). While the program is a very practical information literacy tool, it also is based on solid research and conceptual foundations. For example, it recognizes the importance of the information life cycle (e.g., information need, search and interpretation, evaluation, and use) as well as the user (National Academy of Sciences, 1998).  CONCLUSION In this Information Age, we browse and query the world's repositories without ever having to leave our workplaces and communities. Thus, it is not surprising that the traditional sense of a library as a confined space with local dimensions has introduced ambiguities to the way people interpret library collections and uses. As a result, the value of a library as a store has been questioned, and the library's role as a service is largely misunderstood.  Another concern is the ease with which untrained users can directly search sources, resulting in their continued difficulty with utilizing information retrieval systems. Furthermore, definitions of access and information are not agreed upon universally.  All these changes have created the need to rethink information literacy and to educate students in the lifelong quest for knowledge. ST&R helps in this regard.  REFERENCES Academic Senate for California Community Colleges. (1996, Spring). Library Faculty in California Community College Libraries: Qualifications, Roles & Responsibilities. Sacramento, CA: Academic Senate for California Community Colleges. (ED 395 630)  American Library Association. (1998). New Visions: Beyond ALA Goal 2000. Planning document. Chicago: American Library Association.  Department of Education. (1996). Getting America's Students Ready for the 21st Century: Meeting the Technology Literacy Challenge. A Report to the Nation on Technology and Education. Washington, DC: Department of Education. (ED 398 899)  Eisenberg, M.B. & Johnson, D. (1996). "Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context." ERIC Digest ED-IR-96-04. Syracuse, NY: ERIC Clearinghouse on Information and Technology. (ED 392 463)  Ercegovac, Z. (1995) "Information access instruction (IAI4): Design principles." College & Research Libraries, 56 (3), 249-257. (EJ 510 313)  Ercegovac, Z. (1997a). Information Literacy: Search Strategies, Tools & Resources. Los Angeles: InfoEN Associates. (ED # forthcoming)  Ercegovac, Z. (1997b). "The interpretation of library use in the age of digital libraries: Virtualizing the name." Library & Information Science Research, 19 (1), 31-46.  McHenry, K.E., Stewart, J.T. & Wu, J. (1992). "Teaching resource-based learning and diversity." New Directions for Higher Education, 78, Summer, 55-62. (EJ 450 253)  Mendrinos, R. (1994). Building Information Literacy Using High Technology: A Guide for Schools and Libraries. Englewood, CO: Libraries Unlimited. (ED 375 820)  National Academy of Sciences. (1998). Workshop on Information Literacy. Irvine, CA. January 14-15. http://www2.nas.edu/cstbweb/  Tompkins, P. (1996). "Quality in community college libraries." Library Trends, 44 (3), 506-25. (EJ 520 152)  Copyright Note This webpage is a copy of the ERIC Digest, Information Literacy: Search Strategies, Tools & Resources published by the US Federal government.  ERIC Digests are in the public domain and may be freely reproduced and disseminated.  The text from that digest on this page is in the public domain.  All other information on this page (including the arrangment of the subject matter) is copyright (c) 2003 Michael Lorenzen. from http://www.libraryinstruction.com/infosearch.html

What Should Parents Know About Information Literacy?

What Should Parents Know About Information Literacy? by ACCESS ERIC  You have probably noticed that the way students research and discover information has changed tremendously since you were a child. Students now have more ways than ever to find information for their schoolwork and their daily lives. With so many different resources available, students today need special skills—the skills of information literacy—to seek out information and to understand, evaluate, and apply what they find. Increasingly, it is more crucial—and more difficult—to be able to filter out information that is biased or unnecessary and weave together a vast amount of relevant information. The extent to which your children master these skills when they are young will have a significant effect on their quality of life as adults. This brochure explains the concept of information literacy, shows why information literacy is important for your children, describes how you can help your children become information literate, and directs you to additional resources.  What Is Information Literacy? According to the Association of College and Research Libraries [ACRL (1989, 2000)], "information literacy" refers to the ability to access, evaluate, and use information effectively. It calls for a wide range of skills, including the ability to:  -  Use information to solve problems and make decisions.  -  Share knowledge using appropriate formats for intended audiences.  -  Use a variety of information resources, including professional associations or organizations (such as information clearinghouses), books, newspapers and journals (often stored on microfilm or microfiche in libraries), and computer-based resources (such as software, CD-ROMs, e-mail, and the Internet).   -  Adapt to new technology.  -   Learn independently throughout life.  Why Should My Children Be Information Literate?  School-aged children can use information literacy skills to find material for their reports and projects; to research opportunities for higher education, internships, and jobs; and to discover clubs and other resources related to their interests and hobbies. Your children will continue to use information literacy skills throughout their lives to:  Manage their time more effectively. Your information-literate children will be able to seek out and find information—such as career opportunities, medical and parenting information, good buys, car maintenance tips, bus schedules, maps, and more—quickly and efficiently because they will know where to look and what to look for.  -   Make informed decisions. Information literacy will help your children acquire relevant information and filter out biased or unreliable information (for example, from advertisements or Web sites) to make wise choices (ACRL, 1989).  -   Maximize employment opportunities and increase job success. More than half of the U.S. labor force is composed of "knowledge workers"—employees whose primary marketable skills are associated with information literacy (ACRL, 1989; Brown, 1999). Your children will be more likely to find employment and succeed in the field of their choice if they are information literate (Humes, 1999).   How Can I Encourage Information Literacy in My Children? As a parent, you can contribute to your children's information literacy by sharing your love of learning with them. Let them see that you are always expanding your skills and knowledge base. Help them follow your example by directing their natural curiosity into enriching activities and showing them how to locate and use information in various formats. Some suggestions are as follows:  -   Encourage, support, and guide your children in exploring their interests. Point them to various resources—such as printed materials, videos, and computers—that they can use to find out about the things that interest them and to communicate their ideas and feelings. If you don't have a computer or Internet access at home, call your local library and ask if it provides Internet access.  -   Use "The Big Six" to help your children with their homework. Help them (1) determine what is expected from their homework assignments, (2) identify the resources they will need to complete the tasks, (3) locate and access the needed resources, (4) read or use the available information, (5) apply the information to the tasks, and (6) evaluate the quality of their final product. In addition to helping your children master subject-area content, "The Big Six" helps them develop information problem-solving skills (Berkowitz, 1996).  -  Show your children how to evaluate information. Teach them to think about the following questions: Who or what is the authority? How current is the information? How might different people perceive this message? What is omitted? (Imel, Kerka, and Wagner, 2000; Rafferty, 1999).  -  Teach your children about authors. Point out the authors of the books they read and ask them what they think the authors are like. Explain to them that they must acknowledge other people's ideas, and show them how to document their sources.  -  Instruct your children to consider the reliability of information from the Internet. Explain to them that anyone can put information on the Internet. Teach them to look for the author's qualifications and to find out what the author's sources are. Ask them to consider whether the information on a Web site is being used to sell a product (Abdullah, 1998; Branch, Kim, and Koenecke, 1999).  -  Discuss information literacy with your children's teachers. Ask them how they encourage information literacy in their classrooms and what you can do to help.  What Should I Know About Information Literacy in the Schools?  One way that schools are promoting information literacy is through resource-based learning, which places student projects at the center of the curriculum and encourages students to use a variety of technologies to find the information they need. Students produce products—portfolios, learning and research logs, presentations, and papers—that are evaluated by their teachers [Plotnick, 1999; American Association of School Librarians (AASL), 2000]. Many students learn better from this kind of active involvement than they would from lectures and textbooks (Humes, 1999; Plotnick, 1999).  Another innovation in many schools concerns the role of libraries, which are providing more services through the Internet. Librarians (often called "library media specialists") are supporting information literacy by teaching students how to use the available technology. In some schools, librarians and teachers are working together to include technology in students' day-to-day lessons (AASL, 2000; Humes, 1999). For example, a library media specialist could work with a Spanish teacher to guide students through a variety of Spanish resources on the Internet, including interactive grammar quizzes, newspapers, and Web sites.  Where Can I Get More Information? You will be better able to ensure that your children develop the information skills they need as you increase your own knowledge of information literacy. You can learn more about information literacy at your local library, on the Internet, or by contacting organizations specializing in information literacy. When you visit the library, ask a librarian to point you to some information literacy resources; hundreds of books and articles have been published on the subject. On the Internet, a good starting point is the Directory of Online Resources for Information Literacy (http://www.cas.usf.edu/lis/il). This online directory includes links to helpful articles, electronic mailing lists, and organizations and projects concerning information literacy. The following organizations also offer information literacy resources:  ERIC Clearinghouse on Information & Technology Syracuse University 621 Skytop Road, Suite 160 Syracuse, NY 13244-5290 Toll Free: 800-464-9107 Phone: 315-443-3640 Fax: 315-443-5448 E-mail: eric@ericir.syr.edu; askeric@askeric.org Web: http://ericir.syr.edu/ithome AskERIC Web: http://www.askeric.org  Sources References identified with ED are documents abstracted in the ERIC database. They are available in microfiche collections at more than 900 locations or in paper copy and, in some cases, electronically from the ERIC Document Reproduction Service at 1-800-443-ERIC (3742). Call 1- 800-LET-ERIC (538-3742) for more details.  Abdullah, M. H. 1998. Guidelines for Evaluating Web Sites. ERIC Digest. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication. ED 426 440. [http://www.indiana.edu/~eric_rec/bks/pubhome.html]  American Association of School Librarians. 2000. Information Literacy: A Position Paper on Information Problem Solving. Chicago: American Library Association. [http://www.ala.org/aasl/positions/ps_infolit.html]  Association of College and Research Libraries. 2000. Information Literacy Competency Standards for Higher Education. Chicago: American Library Association. [http://www.ala.org/acrl/infolit.html]  Association of College and Research Libraries. 1989. American Library Association Presidential Committee on Information Literacy: Final Report. Chicago: American Library Association. [http://www.ala.org/acrl/infolit.html]  Berkowitz, R. E. 1996. Helping With Homework: A Parent's Guide to Information Problem- Solving. ERIC Digest. Syracuse, NY: ERIC Clearinghouse on Information & Technology. ED 402 950. [http://ericir.syr.edu/ithome/digests/helphome.html]  Branch, R. M., D. Kim, and L. Koenecke. 1999. Evaluating Online Educational Materials for Use in Instruction. ERIC Digest. Syracuse, NY: ERIC Clearinghouse on Information & Technology. ED 430 564. [http://ericir.syr.edu/ithome/digests/EDO-IR-1999-07.html]  Brown, B. L. 1999. "Knowledge Workers." Trends and Issues Alert, no. 4. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. ED 429 210. [http://ericacve.org/tia.asp]  Humes, B. 1999. Understanding Information Literacy. Washington, DC: National Institute on Postsecondary Education, Libraries, and Lifelong Learning. ED 430 577. [http://www.ed.gov/pubs/UnderLit]  Imel, S., S. Kerka, and J. Wagner. 1998. Information Management: Critical Skills for the Information Age. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. [http://ericacve.org/pfile2.asp?ID=1]  Plotnick, E. 1999. Information Literacy. ERIC Digest. Syracuse, NY: ERIC Clearinghouse on Information & Technology. ED 427 777. [http://ericir.syr.edu/ithome/digests/infolit.html]  Rafferty, C. D. 1999. "Literacy in the Information Age." Educational Leadership 57 (2): 22-25.  Copyright Note This webpage is a copy of the public domain book, What Should Parents Know About Information Literacy?, published by the US Federal government and ACCESS ERIC.  The text from that book on this page is in the public domain.  All other information on this page (including the arrangment of the subject matter) is copyright (c) 2003 Michael Lorenzen.

from http://www.libraryinstruction.com/parents.html

Information Literacy

 
Eric Plotnick
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[This Digest is based on "Information Literacy: Essential Skills for the Information Age" by Kathleen L. Spitzer with Michael B. Eisenberg & Carrie A. Lowe.] 
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Definition of Information Literacy
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Although alternate definitions for information literacy have been developed by educational institutions, professional organizations and individuals, they are likely to stem from the definition offered in the Final Report of the American Library Association (ALA) Presidential Committee on Information Literacy, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information"(1989, p. 1). Since information may be presented in a number of formats, the term information applies to more than just the printed word. Other literacies such as visual, media, computer, network, and basic literacies are implicit in information literacy. 
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The Evolution of a Concept
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The seminal event in the development of the concept of information literacy was the establishment of the ALA Presidential Committee on Information Literacy whose final report outlined the importance of the concept. The ALA Presidential Committee precipitated the formation of the National Forum on Information Literacy, a coalition of more than 65 national organizations, that seeks to disseminate the concept. The development of information literacy in K-12 education began with the publication of A Nation at Risk in 1983. This was soon followed by Educating Students to Think: The Role of the School Library Media Program (1986), a concept paper outlining the role of the library and the role of information resources in K-12 education. Kulthau's Information Skills for an Information Society: A Review of Research (1987) included library skills and computer skills in the definition of information literacy. The American Association of School Librarians' (AASL) 1988 publication, Information Power: Guidelines for School Library Media Programs, and its 1998 publication Information Power: Building Partnerships for Learning emphasize the notion that the mission of the school library media program is "to ensure that students and staff are effective users of ideas and information." 
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Information Literacy Research
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Three themes predominate in research on information literacy: 
-  Information literacy is a process. Information literacy skills must be taught in the context of the overall process. 
-  To be successful, information literacy skills instruction must be integrated with the curriculum and reinforced both within and outside of the educational setting. 
-  Information literacy skills are vital to future success. 
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An Economic Perspective 
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The change from an economy based on labor and capital to one based on information requires information literate workers who will know how to interpret information. 
Barner's (1996) study of the new workplace indicates significant changes will take place in the future. Information technology is decentralizing the work force. The work force will be more diverse and the economy will increasingly be more global. The use of temporary workers will increase. These changes will require that workers possess information literacy skills. 
The SCANS (1991) report identifies the skills necessary for the workplace of the future. Rather than report to a hierarchical management structure, workers of the future will be required to actively participate in the management of the company and contribute to its success. The workplace will require workers who possess skills beyond those of reading, writing and arithmetic. 
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National and State Standards
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With the passage of the Goals 2000: Educate America Act (1994), subject matter organizations were able to obtain funding to develop standards in their respective subject areas. Information literacy skills are implicit in the National Education Goals and national content standards documents. 
Three of the eight National Education Goals demonstrate the critical nature of information literacy to an information society: Goal 1: School Readiness; Goal 3: Student Achievement and Citizenship; Goal 6: Adult Literacy and Lifelong Learning. 
An analysis of national content standards documents reveals that they all focus on lifelong learning, the ability to think critically, and on the use of new and existing information for problem solving. 
Individual states are creating initiatives to ensure that students attain information literacy skills by the time they graduate from high school. Kentucky (1995), Utah (1996), and California (1994) are but three examples of states that have publications depicting these initiatives. 
National content standards, state standards, and information literacy skills terminology may vary, but all have common components relating to information literacy. 
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K-12 Education Restructuring
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Educational reform and restructuring make information literacy skills a necessity as students seek to construct their own knowledge and create their own understandings. 
Educators are selecting various forms of resource-based learning (authentic learning, problem-based learning and work-based learning) to help students focus on the process and to help students learn from the content. Information literacy skills are necessary components of each. 
The process approach to education is requiring new forms of student assessment. Students demonstrate their skills, assess their own learning, and evaluate the processes by which this learning has been achieved by preparing portfolios, learning and research logs, and using rubrics. 
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Information Literacy Efforts in K-12 Education
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Information literacy efforts are underway on individual, local, and regional bases. 
Imaginative Web based information literacy tutorials are being created and integrated with curriculum areas, or being used for staff development purposes. 
Library media programs are fostering information literacy by integrating the presentation of information literacy skills with curriculum at all grade levels. 
Information literacy efforts are not being limited to the library field, but are also being employed by regional educational consortia. 
Parents are encouraging their children to develop information literacy skills at home by contacting KidsConnect, the Internet help and referral service for K-12 students. Parents are also helping students work through the information problem solving process as they assist their children with their homework. 
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Information Literacy in Higher Education
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The inclusion of information competencies as a graduation requirement is the key that will fully integrate information literacy into the curricula of academic institutions. 
Information literacy instruction in higher education can take a variety of forms: stand-alone courses or classes, online tutorials, workbooks, course-related instruction, or course-integrated instruction. 
State-wide university systems and individual colleges and universities are undertaking strategic planning to determine information competencies, to incorporate instruction in information competence throughout the curriculum and to add information competence as a graduation requirement for students. 
Academic library programs are preparing faculty to facilitate their students' mastery of information literacy skills so that the faculty can in turn provide information literacy learning experiences for the students enrolled in their classes. 
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Technology and Information Literacy
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Information Technology is the great enabler. It provides, for those who have access to it, an extension of their powers of perception, comprehension, analysis, thought, concentration, and articulation through a range of activities that include: writing, visual images, mathematics, music, physical movement, sensing the environment, simulation, and communication (Carpenter, 1989, p. 2).
Technology, in all of its various forms, offers users the tools to access, manipulate, transform, evaluate, use, and present information. 
Technology in schools includes computers, televisions, video cameras, video editing equipment, and TV studios. 
Two approaches to technology in K-12 schools are technology as the object of instruction approach, and technology as the tool of instruction approach. 
Schools are starting to incorporate technology skills instruction in the context of information literacy skills. 
Technology is changing the way higher education institutions are offering instruction. 
The use of the Internet is being taught the contexts of subject area curricula and the overall information literacy process. 
There is some empirical indication that students who use technology as a tool may become better at managing information, communicating, and presenting ideas. 
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Conclusion
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"In this next century, an "educated" graduate will no longer be defined as one who has absorbed a certain body of factual information, but as one who knows how to find, evaluate, and apply needed information" (Breivik, 1998, p.2). Our ability to be information literate depends on our willingness to be lifelong learners as we are challenged to master new technologies that will forever alter the landscape of information.
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References
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American Association of School Librarians and Association for Educational Communications and Technology. (1988). Information power: Guidelines for school library media programs. Chicago: Author. (ED 315 028)
American Library Association and Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: Author.
American Library Association Presidential Committee on Information Literacy. (1989).Final report. Chicago: Author. (ED 315 028)
Barner, R. (1996, March/April). Seven changes that will challenge managers-and workers. The Futurist, 30(2), 14-18.
Breivik. P. S. & Senn, J. A. (1998). Information literacy: Educating children for the 21st century. (2nd ed.). Washington, DC: National Education Association.
Carpenter, J. P. (1989). Using the new technologies to create links between schools throughout the world: Colloquy on computerized school links. (Exeter, Devon, United Kingdom, 17-20 Oct. 1988).
Hashim, E. (1986). Educating students to think: The role of the school library media program, an introduction. In Information literacy: Learning how to learn. A collection of articles from School Library Media Quarterly, (15)1, 17-18.
Kuhlthau, C. C. (1987). Information skills for an information society: A review of research. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ED 297 740)
National Commission of Excellence in Education. (1983). A Nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office. (ED 226 006)
Secretary's Commission on Achieving Necessary Skills. (1991). What work requires of schools: A SCANS report for America 2000. Washington, DC: U.S. Government Printing Office. (ED 332 054)
Copyright Note
This webpage is a copy of the ERIC Digest, Information Literacy, published by the US Federal government and ERIC.   ERIC Digests are in the public domain and may be freely reproduced and disseminated.  The text from that book on this page is in the public domain.  All other information on this page (including the arrangment of the subject matter) is copyright (c) 2003 Michael Lorenzen.

from http://www.libraryinstruction.com/infolit2.html

Understanding Information Literacy

Understanding Information Literacy
by Barbara Humes
Introduction
We are outfitting our schools, libraries, and homes with electronic technologies--but are we preparing our students and teachers for the onslaught of information that is provided by these technologies? What happens when the student can get more information from the Internet than previously conveyed by a teacher or a textbook? What should a student do when faced with so many informational possibilities? Which of the information is credible and which is not? 
With the provision of so much more information, and therefore more misinformation, everyone--whether they are in the education system or not--must have not only reading skills and computer skills but information skills, too. 
What is Information Literacy?
The term information literacy, sometimes referred to as information competency, is generally defined as the ability to access, evaluate, organize, and use information from a variety of sources. Being information literate requires knowing how to clearly define a subject or area of investigation; select the appropriate terminology that expresses the concept or subject under investigation; formulate a search strategy that takes into consideration different sources of information and the variable ways that information is organized; analyze the data collected for value, relevancy, quality, and suitability; and subsequently turn information into knowledge (ALA 1989). This involves a deeper understanding of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand. 
Information literacy is not the same as computer literacy (which requires a technological know-how to manipulate computer hardware and software) or library literacy (which requires the ability to use a library's collection and its services), although there is a strong relationship among all these concepts. Each of these literacies requires some level of critical thinking. But compared with computer literacy, information literacy goes beyond merely having access to and knowledge of how to use the technology--because technology alone does not guarantee quality learning experiences. And compared with library literacy, information literacy is more than searching through an online catalog or other reference materials because information literacy is not a technique, but a goal for learners (Gilton 1994). 
Information literacy requires an awareness of the way in which information systems work, of the dynamic link between a particular information need and the sources and channels required to satisfy that need (Darch et al. 1997). 
Why Should We Be Concerned About Information Literacy?
The need to evaluate the credibility of information is nothing new, but until recently most learners could expect to deal with some carefully selected collections of reference materials in academic and public libraries, as well as a fairly limited range of widely accepted authoritative texts in the classroom or in the home library. 
However, since anyone can make a Web page, for example, how can you tell if the information is reliable or not? A critical point about using the Internet is that individuals posting information aren't required to pass through traditional editorial constraints or undergo any kind of fact-checking required in conventional published print media (Literacy Update 1997). 
The reluctance to look for information from tried and true sources such as well-indexed books or the temptation to assign value to information simply because it came off of the computer will likely provide results with poor quality. 
Not only must we be discerning learners but, in addition, we must be constantly learning. As the pace of global change has increased, so has our need for learning. Consider the tremendous changes in both the amount and variety of information resources, as well as great changes in technology that affects our lives in everything from banking to medical care. Change requires us to know more and learn more about the world around us. Yet several scholars such as Breivik and Jones (1993) have found that the traditional literacies of reading, writing, and mathematical reasoning are insufficient for lifelong learning. The increasing quantity of information from all sources and the pressure to remain in a constant state of conscious learning means that we must be dexterous in the use of information, too. The need to handle and use information is present in all stages of life and the acquisition of the competencies of information literacy must be intertwined with the acquisition of the other literacies (Darch et al. 1997). 
Implications for Teaching
Because becoming information literate is an active process, requiring the seeking out of knowledge from multiple sources rather than passively receiving and repeating back facts, the teacher's role must evolve from the giver of knowledge into being more of a coach or guide (Wisconsin Educational Media Association 1993). Teachers, professors, teaching assistants, librarians, administrators, and the community must collaborate to develop ways to involve the students not only in using classroom materials but also in using resources from the broader community and the mass media. 
Teachers must be prepared to "teach students to become critical thinkers, intellectually curious observers, creators, and users of information" (Lenox 1993). The goal is to prepare students early on to "learn how to learn" and carry these skills into other areas of their lives so that they can be independent seekers and consumers of information throughout their lives. Teachers of all subjects must blend their traditional fact-based approach with an emphasis on learner-based inquiry and the scientific inquiry process (Lenox 1993). This means shifting some of the responsibility of gaining knowledge from the teacher to the student and allowing students to develop questions, strategies to search for answers, and formulate conclusions. It also means having fewer lectures and replacing them with applied strategies for information literacy (Commission on Higher Education 1995). 
Concurrently, educators and researchers must grapple with defining the standards and competencies associated with information literacy, develop effective new ways to engage learners and measure the outcome and impact of such learning. Efforts along these lines are being conducted by the Colorado Educational Media Association (1994), the American Association of School Librarians and the Association for Educational Communications and Technology (1996), the Bellingham Public Schools (1996), the Big Six Skills (Eisenberg and Berkowitz 1990), and Indiana University of Pennsylvania (Slaughter and Knupp 1994). 
Implications for Learning
Some of our learning occurs in formal settings where what we learn is packaged and prepared for us. But much learning also occurs in nonformal settings, and, informally as well. Information literacy is crucial in all three types of learning situations. 
Becoming information literate will involve a drastic change from the way many students are accustomed to learning. First of all, it requires students to be more self-directed in their learning. This kind of independent, active learning prepares students for real-life problem solving (Breivik and Gee 1989). Also, in becoming information literate, students will assume more responsibility for their own learning either individually or in work groups. As students become more competent with their use of information resource options, they become aware of their individual styles of learning and preferred ways of assimilating knowledge (Bleakley and Carrigan 1994). 
One successful method for developing information literacy skills is through resource-based learning which involves having students assume more responsibility for locating the very materials from which to learn. This approach develops lifelong learning skills because students are learning from the same sources which they will come to use in their daily lives such as books, newspapers, televisions, databases, government documents, subject matter experts, and others (ALA 1989). Moreover, resource-based learning provides an added advantage (i.e., it allows students to choose materials that match their academic levels and preferred learning styles thus individualizing the learning process for the individual student). 
Implications for Schools
In order to produce learners who are information literate, schools will need to integrate information literacy skills across the curriculum in all subject areas beginning in the earliest grades. Educational institutions that wish to produce lifelong learners should be engaged in some fairly basic rethinking of how teaching faculty and information specialists such as librarians and media specialists can work together toward this end (Brittingham 1994). For example, the principal, as instructional leader, fosters resource-based learning by providing adequate planning time and budget support. As instructional partners, the classroom teacher and library media specialist are actively involved in identifying the learning needs of the students, developing teaching units that facilitate activities which offer meaningful practice in using a variety of information resources, and guiding student progress. (Wisconsin Educational Media Association 1993). 
Based on a recent study, the following factors seemed to result in successful integration of information skills into the academic curriculum: 
- the institution has a strong commitment to excellent educational outcomes for the students in the areas of critical thinking, problem solving, and information skills; 
- library administrators have long-term commitments to integrate library instruction into the curriculum; and 
- faculty and librarians work together in curriculum development (Rader 1995). 
Replacing discrete curricular areas with problem-based learning inevitably involves reordering instructional roles and relationships as well as restructuring assessment strategies (Bleakley and Carrigan 1994). 
Implications for Librarians and Libraries
Librarians led the way in the early 1970s in conceptualizing the idea of information literacy and its relationship to lifelong learning. Early development of the concept of information literacy frequently focused on the future role of libraries and librarians in helping with the use and application of information (Beherens 1994). 
The impact of moving from text-based learning to resource-based learning will involve heavier use of library materials and a demand for more and varied media resources, including print and nonprint. Consequently, school administrators will need to re-evaluate how funds are distributed between the textbook budget and the budget for their library media resources. Public libraries will have to coordinate more closely with schools and other learning sites to ensure sufficient access to information resources and technology for all ages and abilities and to remain a strong community resource for lifelong learning. 
As information specialists, librarians will be called upon more frequently to consult with teachers and learners, and to provide training and guidance toward the sharpening of information literacy skills not only in school and academic libraries but in public and special libraries as well. 
These are important considerations for all types of libraries given the range of patrons who use these libraries and given that the linking of library holdings and the stepped up demand for resource sharing among libraries escalates the importance (and costs) of interlibrary loans.
Implications for the Workplace
Many changes are occurring in the workplace today. Employees are expected to keep up with rapid technological advances, to streamline operations and to possess the ability to be proactive problem solvers (Hancock 1993). Information literacy skills, which carry over from educational to occupational settings, are the keys to helping employees keep up with change in their jobs and careers, and in self-improvement and upgrading of skills. The U.S. Department of Labor's report from the Secretary's Commission on Achieving Necessary Skills (SCANS) lists information literacy as one of the five essential competencies necessary for solid job performance. 
Awareness of market trends, the business climate, and policies affecting business involves the active pursuit of information upon which decisions will be made. Such information has to be considered for its recency, bias, source, and accuracy. Failure to understand this on the part of schools and business will result in students who are unprepared for the real world of work; and, given the current economic problems of our country and concerns about America's international competitiveness, the costliness of information illiteracy is ill-afforded nationally and individually (Breivik 1992). 
Implications for Society and Culture
"How our country deals with the realities of the Information Age will have enormous impact on our democratic way of life and on our nation's ability to compete internationally" (ALA 1989). As a society, we are confronted with a huge number of decisions to make daily among candidates, issues, products, and other choices. Individuals' quality of life to a large extent depends upon the ability of citizens to be what Breivik and Gee (1989) call "discerning information consumers." 
Indeed, information technology appears to be broadening the gap between the haves and the have nots. For example, minority and at-risk students, illiterate adults, people with English as a second language, and the economically disadvantaged are least likely to be able to access the kind of information that might lead to improvements in their lives (ALA 1987). Breivik and Gee caution that commercialization of information, control of information resources and new information technology could widen the gap between the haves and the have nots. This impending disparity can be headed off if access to information technology is provided and if competency with the information it provides is taught early in life. 
Endnotes
The challenges of the next century will be met by obtaining economic value from knowledge and by ensuring that our now and future workforce can contribute and perform. As foreseen many years ago by Peter Drucker (1969), "The most important thing [people] will have to learn is how to learn. The most important thing, in other words, is not specific skills, but a universal skill--that of using knowledge and its systematic acquisition as the foundation for performance, skill, and achievement." 
The recent passage of the Telecommunications Act of 1996 heralded a new age of educational opportunity for our nation's school children, college students, and library users. The Act promotes universal service, particularly telecommunications services to underserved rural and urban areas. It opens up new avenues of information and makes information more accessible, perhaps thereby helping to increase and improve information literacy. The information superhighway has increased public interest in ways to empower people to access electronic networks and use information available through them. A lot of promises are being made about the boon to education offered by new information technology--but providing the complementary skills needed to convert opportunity to success must be the province of all educators. 
References
American Association of School Librarians and the Association for Educational Communications and Technology. 1996. Information Standards for Student Learning. Washington, DC. 
American Library Association Presidential Committee on Information Literacy. 1989. Final Report. Washington, DC. 
Beherens, Shirley J. July 1994. "A Conceptual Analysis and Historical Overview of Information Literacy". College and Research Libraries. 
Bellingham Public Schools. 1996. Course Outline: Information Literacy and the Net. Washington State University Web Site, (http://www.bham.wednet.edu). 
Bertot, John Carlos, McClure, Charles R., and Fletcher, Patricia D. 1997. The 1997 National Survey of U.S. Public Libraries and the Internet: Final Report. Washington, DC: American Library Association, Office for Information Technology Policy. 
Bleakley, Anne and Carrigan, Jackie L. 1994. Resource-Based Learning Activities: Information Literacy For High School Students. American Library Association, Chicago, IL. 
Breivik, Patricia Senn and Jones, Dan L. Winter 1993. "Information Literacy: Liberal Education for the Information Age" Liberal Education, Vol. 79, No. 1. 
Breivik, Patricia Senn and Gee, E. Gordon. 1989. Information Literacy: Revolution in the Library. American Council on Education and Oryx Press, Phoenix, AZ. 
Breivik, Patricia Senn. Summer 1992. "Education for the Information Age" in Information Literacy: Developing Students as Independent Learners New Directions for Higher Education (Farmer, D.W. and Mech, T.F., editors.) San Francisco, CA: Jossey-Bass Publishers, No. 78. 
Brittingham, Barbara. September 1994. Higher Education Processes Web Site, (http://www.rrpubs.com/heproc). 
Colorado Educational Media Association. September 1994. Information Literacy Guidelines Colorado State Department of Education: State Library and Adult Education Office, Denver, CO. ED 381163. 
Commission on Higher Education, Middle States Association of Colleges and Schools. 1995. Information Literacy: Lifelong Learning in the Middle States Region: A Summary of Two Symposia. ED 386157. 
Darch, C., Karelse, C., and Underwood, P. 1997. Alternative Routes on the Super Highway. Independent Online-Higher Education Review. Independent Educational Media. 
Drucker, Peter F. 1969. The Age of Discontinuity: Guidelines to Our Changing Society. Harper and Row. New York. 
Eisenberg, M. and Berkowitz, B. 1990. Information Problem-solving: The Big Six Skills Approach to Library and Information Skills Instructions. Ablex Publishing Corp., Norwood, NJ. 
Gilton, Donna L. September 1994. "A World of Difference: Preparing for Information Literacy Instruction for Diverse Groups". Multicultural Review, Vol. 3, No. 3. 
Hancock, Vicki E. 1993. Information Literacy for Lifelong Learning". ERIC Digest EDO-IR-93-1. 
Hancock, Vicki E. September 1995. "Information Literacy, Brain-based Learning, and the Technological Revolution: Implications for Education". School Library Media Activities Monthly, Vol. 12, No. 1. 
Lenox, Mary F. and Walker, Michael L. 1993. "Information Literacy in the Educational Process". The Educational Forum, Vol. 57, Spring. 
Literacy Update. September 1997. Literacy Assistance Center, Inc. 
National Center for Education Statistics. Digest of Education Statistics, 1997. NCES 98-015, by Thomas D. Snyder. U.S. Department of Education. Washington, DC: 1997. 
Rader, Hannelore B. Fall 1995. "Information Literacy and the Undergraduate Curriculum". Library Trends Vol. 44, No. 2. 
Slaughter, B. and Knupp, B. Fall 1994. Measuring Preservice Teachers' Information Literacy Skills: Implications. Indiana University of Pennsylvania. 
Wisconsin Educational Media Association. 1993. Information Literacy: A Position Paper on Information Problem Solving. Madison, WI. ED 376817. 
National Center for Education Statistics. Advanced Telecommunications in U.S. Public Schools, K-12. U.S. Department of Education. Washington, DC: 1995. 
Copyright Note
This webpage is a copy of the public domain book, Understanding Information Literacy, published by the US Federal government.  The text from that book on this page is in the public domain.  All other information on this page (including the arrangment of the subject matter) is copyright (c) 2003 Michael Lorenzen.

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