Information literacy in Web 2.0 environments

Abstract

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.

Pour faire face aux défis informationnels, numériques et médiatiques du 21e siècle

“…Au chapitre des cours en ligne, les MOOC Metaliteracy : Empowering Yourself in a Connected World (O'Brien et al, 2017) Par ailleurs, diverses activités pédagogiques ont été rapportées dans la littérature. Witek et Grettano (2012, 2014, par exemple, ont ainsi proposé une approche pédagogique qui repose sur les médias sociaux pour enseigner la métalittératie, mais aussi pour objectiver dans quelle mesure les médias sociaux ont une influence sur les comportements et les processus de recherche d'informations chez les étudiant•es. Il en ressort que les médias sociaux semblent avoir quatre principaux effets sur les pratiques et les comportements des étudiant•es en matière de compétences informationnelles : l'information parvient désormais aux utilisateurs, le rappel et l'attribution de l'information sont désormais sociaux, l'évaluation est désormais sociale et l'information est désormais ouverte.…”

Credibility Dimensions for Islamic Information in Social Media

“…The issue of information credibility has become more pressing with the rise of anonymous content creation [70]. The literature recommends a move from assessing online information using traditional expert sources to methods that lean more towards social validation [15]. Still, assessment of the credibility of information posted on social networks still lacks a solid theory.…”

“…quality, accuracy, and the most current information [12], [14]. Recent empirical studies suggest that evaluation of online information should move from relying on traditional sources of expertise to a greater emphasis on social media credibility constructs such as cognitive heuristics and user profile [15].…”

What about Online Information in Web 2.0 Era? A Research Proposal about Critical Thinking Strategies Mobilized by Learners at the Gate of University

“…In addition, we can be concerned by the "disintermediation" phenomena [9], which is defined as the ability to bypass intermediaries (librarians, teachers, etc.) and to directly gain access to information [10].…”

“…This utilitarian dimension that many authors challenges [20] [21] could be particularly explained by the fact that "Information literacy, in its central features, has always been influenced and determined by information environments," according to Špiranec [9].…”