Rethinking Information Literacy Instructions in the Digital Age
Over twenty years ago, the American Library Association (ALA) Presidential Committee on Information Literacy defined information literacy. Since then, numerous scholarly papers have been published which explored the best approaches for improving learning effectiveness of information literacy instructions and programs. Because of the impact that evolving cutting-edge and emerging technologies have on information delivery and dissemination, we must rethink how we teach information literacy in today’s student-centered academic learning environments. Based on the well-known Big6 information literacy model (http://www.big6.com), this paper explores some inadequacies and misunderstandings for existing American information literacy instruction models in the networked computing world. Global information literacy instructors should be able to adapt and modify their specified information literacy models after considering, discussing and applying the practical suggestions garnered in this paper from our American experience. From a novelty angle, this paper will offer considerations for improving learning outcomes of global information literacy instructions in the coming years of the 21st century.
||Academic Learning, Information Literacy, Information Literacy Competency Standards, Information Literacy Instruction, Library Literacy
The International Journal of Learning, Volume 16, Issue 11, pp.569-578.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.203MB).
Assistant Professor / E-Information Services Librarian, Zach S. Henderson Library, Information Services Department, Georgia Southern University, Statesboro, Georgia, USA
Assistant Professor / U.S. Government Documents Librarian, Zach S. Henderson Library, Georgia Southern University, Statesboro, Georgia, USA
Lori Lester is the Government Documents Librarian and Assistant Professor at Georgia Southern University in Statesboro, Georgia, USA. She received the Master of Library and Information Science (MLIS) from Valdosta State University in Valdosta, Georgia. Ms. Lester has fifteen years experience in Federal Government Documents and Reference in academic libraries. She currently serves as the state and Federal Government Documents Librarian at her institution, where she provides reference and research assistance for all government related questions, in addition to serving as subject specialist for Psychology and Political Science. Ms. Lester offers workshops in finding government information, making sense of federal statistics, and using government databases. She also teaches information literacy classes in her specialty areas and serves in the dynamic new Learning Commons at her library. Ms. Lester’s research interests include information literacy, the effectiveness of library credit courses, library assessment, strategic planning, trends in depository libraries, technology as a tool, and lifelong learning. She has presented at the state level, serves on the Georgia Library Association Executive Board, and is currently Intern for the ALA Government Documents Roundtable Education Committee. She is the recipient of the 2008 McJenkin-Rheay Award for significant contributions to the Georgia Library Association.
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