A New Conception of Information Literacy for the Digital Environment in Higher Education

Markless, Sharon

doi:10.15845/noril.v1i1.17

Cited by 28 publications

(19 citation statements)

References 22 publications

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“…When comparing the contents related to each INFOLIT stage, it can be observed that the literature on this topic shows several models that try to frame the content of each stage from different viewpoints (ALA/ACRL, 2000a, 2000bANZIL and CAUL, 2004;Bruce, 2003;Bruce et al, 2006;Council of Australian University Librarians, 2001;Markless, 2009;Markless and Streatfield, 2007;SCONUL, 1999SCONUL, , 2011. Nonetheless, since it was first coined by Zurkowski (1974), the essential elements that make up information literacy have changed and the technologies supporting it have developed.…”

Section: Discussionmentioning

confidence: 99%

Information literacy life cycle and its standards and models: A view from Ibero-America

Pinto

Ponjuan

Fernández³

et al. 2016

Journal of Librarianship and Information Science

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This paper examines the views of a group of experts on the term "information literacy life cycle" and the application of information literacy standards and models in the Ibero-American context. Using the Delphi method, it explores the views of a group of experts made up of INFOLIT academics and professionals. The results show that the concept of "life cycle" is not generally accepted by the participant experts, that there is agreement regarding INFOLIT essential stages and that the experts know and apply international standards and models on INFOLIT, alongside some models developed from their own countries. All in all, the paper aims to contribute to a broader international panorama on information literacy.

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Section: Discussionmentioning

confidence: 99%

Information literacy life cycle and its standards and models: A view from Ibero-America

Pinto

Ponjuan

Fernández³

et al. 2016

Journal of Librarianship and Information Science

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“…On the other hand, when information started to appear online, practice and research underwent transformations and changed in focus. Several authors have commented on the evolution of IL in the context of changes in information environments (Špiranec and Banek Zorica 2010;Markless 2009;Stoecklin 2012). M. Farkas (2011) has recognized three phases in the evolution of the concept: 1) library-focused user education, 2) internet-focused IL education, and 3) IL in the Web 2.0 era.…”

Section: Il and Its Evolutionmentioning

confidence: 99%

Information literacy in Web 2.0 environments

Špiranec

2015

libellarium

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Although the conceptual core of information literacy (IL), with its emphasis on acquiring abilities that enable one to ethically seek, use and create information, has remained quite stable since the term was first introduced, recent transformations in experiences of information and information use are subverting the current discourse of IL. Information literacy, in its central features, has always been influenced and determined by information environments. Therefore, it comes as no surprise that in parallel with the advent of Web 2.0, which had transformed information environments into complex and unstructured places, central conceptions of IL are being re-examined and reshaped respectively. IL today, more than ever, should deal less with finding information and focus on evaluating and using or communicating information. In the paper, the author will re-examine the IL concept with regard to developments triggered by the Web 2.0 environment, share her thoughts on the concept "Information Literacy 2.0" and define research challenges and directions initiated by shifts in the IL domain.

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“…Bowler (2010) wrote that "keeping a search journal helps to make the evolution of thinking explicit" (p. 40). Without using the word "log" or "journal" or any analogous term, Markless (2009) promotes "activities that enable students to make their current information strategies and skills transparent so that they can be discussed and reflected upon as a basis for development" (p. 37). Writing professor Norgaard (2003Norgaard ( , 2004 wrote an influential pair of articles in which he urged collaboration between instructors of IL and composition.…”

Section: Pedagogy: Cognitivementioning

confidence: 99%

Foregrounding the Research Log in Information Literacy Instruction

Fluk

2015

The Journal of Academic Librarianship

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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.Research logs, also called "research journals," "narratives of research," and a wide variety of other terms, are assigned often-but not often enough-in information literacy instruction. Research log/ research journal assignments ask students to keep track of their research process and produce an artifact-a log, a journal, a storydescribing and reflecting on that process. I will argue in this paper that the literature of information literacy (IL) instruction provides ample backing for the idea that the research log/research journal assignment can be a useful exercise for the development of information literacy at the college level. In my earlier review of literature published from 2000(Fluk, 2009, the value of such an assignment for effective delivery of IL instruction as well as for insightful performance-based assessment became apparent. Ironically, however, the enthusiasm in the literature for the use of research logs/research journals in IL instruction was not heavily backed by empirical research (p. 49) and was, indeed, belied by underutilization (p. 46). This paper updates the 2009 literature review, looking for scholarly evidence of the value of research logs/research journals for pedagogy, assessment, and-expanding on the earlier review-prevention of plagiarism. Also expanded here is the scope of the literature reviewed to include the major information literacy textbooks and instruction manuals currently in use, searching for their advocacy (or not) of student research logs/ research journals.The research questions are:

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A New Conception of Information Literacy for the Digital Environment in Higher Education

Cited by 28 publications

References 22 publications

Information literacy life cycle and its standards and models: A view from Ibero-America

Information literacy life cycle and its standards and models: A view from Ibero-America

Information literacy in Web 2.0 environments

Foregrounding the Research Log in Information Literacy Instruction

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