One of the biggest biases that exists in approaching "information literacy" in the 21st century is that information literacy somehow refers to simply how to best use the internet, web 2.0, whatever other new technology has come along. I myself have been guilty of throwing the term "information literacy" around and meaning only teaching students how to search databases beyond google. But as I'm developing my own lesson plans in my school fieldwork this semester, and, more importantly, teaching students, I'm learning that "information literacy" means so much more. As Wiggins and McTighe would put it - focusing on only the new technologies side of information literacy is looking at only the basic ideas, and not delving into the core of what information literacy is.
The best definition of information literacy I've found, that helps me uncover the big ideas about information literacy, is from the ACRL. They state that information literacy “is an intellectual framework for understanding, finding, evaluating and using information -- activities which may be accomplished in part by fluency with information technology, in part by sound investigative methods, but most important, through critical discernment and reasoning” (emphasis mine). To me, its the critical reasoning that students put to practice on what they learn that makes them information literate. To know how to create a website, for example, is one step forward, but understanding when a website will best express their ideas, or when it becomes more than a lot of cool stuff but instead is a perfect expression of what they've learned and are trying to teach others, that's when a student is information literate.
But that being said, as Bruce points out, "Today's digital or virtual environments make it harder for people to be 'information savvy'" (16). So ignoring the way that technology influences learning is equally dangerous and focusing too much on the basics. The key is to find the common ground between being information literate and being technically literate - to plan lessons that draw on the core idea that students need to know how to navigate through information and critically analyze it using the latest technology. I think the AASL standards are a great launchpad for teachers/librarians to approaching this merging of big ideas. They focus in on the importance of simply understanding how to understand what you're learning, but also put an emphasis on the needed skills of 21st century learners.
I agree with your assessment. There's a big focus on information literacy for electronic resources right now because they're still a somewhat new, and constantly evolving, technology, but often the focus seems to be only on how to find information. We must teach how to evaluate and use information as well, both in print and electronic formats. Every school has a plagiarism policy, but we expect students to just know what plagiarism is and not to do it--but how can they if we never teach them how to assess information and then use it? Yes, finding the information in the first place requires skills and must be taught, but we have to be sure not to become too shortsighted, or we'll end up with a bunch of people who can find eight million articles but don't know what to do with any of them.
ReplyDelete-Kristin Laughtin
You made a good point about incorporating how to use technology resources into information literacy instruction. The amount of information available through technology continues to expand. This continues to affect the way information is stored, organized, accessed, and used. Therefore, individuals need instruction, not only in the use of libraries, but also in the general handling and use of information. I believe instruction is the teaching of individuals to become successful problem-solvers, who learn through information use, and who also know when they need help. Kristin brings up an important point about plagiarism as well. It is important to cite sources to let people know where you got your ideas from. Information literacy instruction can help teach students about what it means to plagiarize to ensure that it doesn’t happen.
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