Information Literacy 2.0: hype or discourse refinement?

Špiranec, Sonja; Zorica, Mihaela Banek

doi:10.1108/00220411011016407

Cited by 94 publications

(65 citation statements)

References 23 publications

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“…De fait, une récente étude auprès de 140 000 élèves européens de 13 à 16 ans a démontré que 30 % d'entre eux se disaient peu ou pas confiants pour utiliser l'information en ligne de manière critique et responsable (European Schoolnet Observatory 2013). Or, cette formation, qu'elle prenne place à la bibliothèque ou en salle de classe, se doit d'être non seulement très actuelle (Spiranec & Zorica 2010), mais aussi en lien étroit avec l'évolution de l'offre d'information présente sur le Web et avec l'utilisation des nouveaux outils disponibles pour la chercher, l'éva-luer, l'utiliser, l'organiser, l'archiver, voire la partager de manière efficace, puisqu'il s'agit, dans ce dernier cas, d'une compétence de plus en plus essentielle dans le nouvel environnement numérique où évoluent les apprenants.…”

Section: It Has Become Increasingly Important In Our Informationunclassified

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Karsenti¹,

Dumouchel

Komis

2014

documentation

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Dans notre société dite du savoir, il est plus important que jamais de former les étudiants aux compétences informationnelles. Par contre, plusieurs universités se limitent trop souvent aux modèles plus classiques de ces compétences, comme celui de l’Association of College & Research Libraries (ACRL 2000), qui ne prennent que trop peu en compte les outils et les possibilités du Web 2.0, avec lesquels sont pourtant si familiers les étudiants. Ce texte présente puis critique les modèles plus traditionnels afin de proposer par la suite un nouveau modèle des compétences informationnelles bonifié et à jour. Nous nous efforcerons de montrer en quoi notre modèle allie à la fois les forces des modèles plus classiques issus de la bibliothéconomie et des sciences de l’information, mais également les avantages et les défis du Web 2.0.It has become increasingly important, in our information society, to ensure that students have acquired the appropriate information competencies. However, several universities have too often limited these skills to the more classic models of these competencies. Such is the case of the Association of College & Research Libraries (ACRL 2000), that does not fully exploit the tools and resources of Web 2.0 with which students are already familiar. This article presents and critically analyses the traditional models with a view to propose a new and improved model of enhanced information competencies. The authors demonstrated how their model combines the strengths of the traditional models developed by library and information sciences with the advantages and challenges of Web 2.0.En nuestra llamada «sociedad del conocimiento”, resulta más importante que nunca capacitar a los estudiantes en competencias informacionales. No obstante, y con demasiada frecuencia, muchas universidades se limitan a utilizar los modelos más clásicos de estas competencias informacionales, como el de la Asociación de Bibliotecas Universitarias y de Investigación (Association of College & Research Libraries - ACRL 2000), dejando de lado las herramientas y las posibilidades que ofrece la Web 2.0 y con las cuales los estudiantes se encuentran sumamente familiarizados. Este texto presenta y critica los modelos más tradicionales, para luego proponer un nuevo modelo bonificado y actualizado de competencias informacionales. Nos esforzamos por demostrar de qué manera nuestro modelo combina la fuerza de los modelos más clásicos, provenientes de la Biblioteconomía y de las Ciencias de la Información, con las ventajas y los desafíos que propone la Web 2.0

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Section: It Has Become Increasingly Important In Our Informationunclassified

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Karsenti¹,

Dumouchel

Komis

2014

documentation

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“…These include conceptions termed Ôinformation literacy 2.0Õ (Ŝpiranec and Zorica, 2010;Tuominen, 2007) and ÔmetaliteracyÕ (Mackey & Jacobson, 2014). PrenskyÕs (2008) claim that Ôprogramming literacyÕ is the new literacy of the 21 st Century is also considered.…”

Section: Ideological Literacies Literacy As a Social Practice Literacmentioning

confidence: 99%

Taxonomy of literacies

Stordy

2015

Journal of Documentation

106

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Structured Abstract:Purpose: Digital technologies have transformed what it means to be literate and to experience literacy. Various literacies have been coined to capture this transformation including established literacies like computer literacy, information literacy, digital literacy, media literacy and Internet literacy, to newer conceptions like transliteracy, metaliteracy and multimodal literacy. Assimilating the various conceptions of literacy and literacy types is becoming increasingly more complex. There is a need for a taxonomy of literacies that reflects more recent developments, one that more comprehensively captures the current literacy landscape and one that might have affordances in the future. ApproachÔLibrary and Information Science AbstractsÕ (LISA), ÔEducation Resources Information CenterÕ (ERIC) and ÔBritish Education IndexÕ were searched for documents relating to digital technologies and literacy. Relevant documents were retrieved and reviewed. This was followed by selective backward and forward citation searching and a further review of relevant documents. FindingsBased on a review of the literature, two significant dimensions of literacy were identified. These dimensions were used to create a literacy framework to enable the classification of literacies and literacy types i.e. a taxonomy of literacies. This taxonomy was successfully applied to various prominent literacies and literacy types. Research limitationsThe literacy framework was only applied to those literacies and literacy types that are directly or indirectly related to digital technologies. Originality and valueThere have been a few attempts to classify some literacy types. When conceived, these classifications comprehensively captured some aspect of the literacy landscape. However, they are now dated and there is a need for a taxonomy of literacies that meets the needs identified above. This paper proposes a taxonomy that meets these criteria.

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“…Spiranec and Banek (2010) argue that "The emergence of new kinds of landscapes makes necessary new kinds of competencies. Such fundamental transformation are causing the appearance of anomalies in the current IL paradigm which could effectively be resolved through the introductión of a sub concept of IL: Information Literacy 2.0".…”

Section: A Brief Summary Of Current Literaturementioning

confidence: 99%

“…Figure 2 Correlative phenomens influencing the development of Information Literacy e.0 (Spiranec & Banek, 2010).…”

Section: Information Literacy In the Web 20 Context E The Pedagogymentioning

confidence: 99%

Helping students become literate in a digital, networking-based society: A literature review and discussion

Fernández-Villavicencio¹

2010

International Information & Library Review

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In this article the author presents and explains in detail the elements, including the pros and cons, of two contrasting schools of thought in one of the key debates which the author introduced as a teaching tool at the UNESCO Training-the-Trainers (TTT) Workshop that took place in Granada, Spain, 27e29 October, 2008. That debate, briefly stated, is whether or not Information Literacy (IL) and Media Literacy (ML), to be truly effective, should be pursued as complementary concepts, not in some way opposing concepts. One side in this debate argues that the two concepts have mutually inter-dependent goals, and therefore should be ideally learned and pursued together, and, most effectively, learned and pursued in the context of Social Networking and Web 2.0 tools and applications. The other side of the debate disagrees, and concedes that while the two concepts are indeed inter-related, they should be pursued largely independently, with only an occasional cross-reference. The debate is directly related to the role which Information Literacy and Media Literacy play in helping students become literate in a digital, networking-based society.Without necessarily taking sides in the debate, although expressing a preference for complementarity, the author contends that it is absolutely essential that all persons (not just students) learn to become both Information Literate and Media Literate in this digital world in which we now find ourselves. Additionally, the author contends that Web 2.0 and Social Networking tools, such as Facebook, Tuenti (in Spanish context), MySpace and Twitter, including the rich portfolio of applications they encompass, can substantially assist people in achieving that goal.The author presents a number of case examples to support her thesis, drawn largely from Spanish libraries and Spanish educational institutions that already are using Web 2.0 and Social Networking tools extensively to train people to become digitally competent. The ideas presented in this article, both the theories and best practices, are current insofar as the Spanish context is concerned, but the original arguments and supporting evidence put forth by the author at the aforementioned Granada UNESCO 2008 TTT workshop have been updated because of new developments and ideas that have occurred since the workshop took place. However, the original materials which were presented to and debated by the participants E-mail address: nievesglez@gmail.com Author's personal copy and the expert-presenters, including the author, at the workshop, can be easily accessed at the public domain virtual space of the University of Granada website Universidad de Granada, 2008. Two UNESCO TTT workshops, not just one, were actually organized at Granada. One was a traditional type held on-campus at the Library of Andalusia, and the other was an online, or a virtual workshop. During the on-campus workshop, as well as during the online workshop that preceded it, an interesting discussion took place between and among the participants and the exper...

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Information Literacy 2.0: hype or discourse refinement?

Cited by 94 publications

References 23 publications

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations

Taxonomy of literacies

Helping students become literate in a digital, networking-based society: A literature review and discussion

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