Information Literacy

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 Rather than immediately attempt to define the expression “information literacy”, let us take it for granted that we know what it means.

Why does information literacy matter?   For centuries, rote memorization was a sufficient means to learn new information.  But today we are being moved towards having an efficient way to find information quickly and not just memorizing facts and figures. 

 
Where is this coming from?  I do not know specifically but one of the pressures driving this seems to be coming from the modernization of education.  The United Nations (UNESCO)  attempted to explain its position by saying:

“Empowerment of people through Media and Information Literacy (MIL) is an important prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems.

Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content.

Information Literacy and Media Literacy are traditionally seen as separate and distinct fields. UNESCO’s strategy brings together these two fields as a combined set of competencies (knowledge, skills and attitude) necessary for life and work today. MIL considers all forms of media and other information providers such as libraries, archive, museums and Internet irrespective of technologies used.

A particular focus will be on training teachers to sensitize them to the importance of MIL in the education process, enable them to integrate MIL into their teaching and provide them with appropriate pedagogical methods, curricula and resources.

UNESCO’s mission is to engender media and information literate societies through a comprehensive strategy which include preparation of model Media and Information Literacy Curriculum for Teachers, the facilitation of international cooperation, development of Guidelines for preparing national MIL Policies and Strategies, articulation of a Global Framework on MIL Indicators, setting up a MIL University Network, articulation of and establishment of an International Clearinghouse on MIL in cooperation with the United Nations Alliance of Civilizations, and provision of Guidelines for Broadcasters on Promoting User-Generated Content and MIL.”

SOURCE: “Information Power: Building Partnerships for Learning” (AASL and AECT, 1998)

This framework allows us to set learning objectives of this course by drawing on the messages contained in the UNESCO strategy, to wit, “four broad standards and 14 learning objectives...”.  The first three categories and nine learning objectives are derived from the source material referenced above.  The fourth (Environment) was developed to meet the objectives of the TSES program for this course.

By the end of the course, you will be able to demonstrate the following through your work:

A. Information literacy

Standards: The student who is information literate:

- accesses information efficiently and effectively (Learning Objective #1)

- evaluates information critically and competently (LO #2).

- uses information accurately and creatively (LO #3)

- conveys sound arguments by drawing on primary and secondary sources (LO #4)

- identifies the chronological and geographical settings of important developments in the history of computing worldwide (LO #5)

- recognizes historical relationships between developments in science, information technology, and society (LO #6)

B. Independent learning

Standards: The student who is an independent learner is information literate:

- pursues information related to personal interests (LO #7)

- appreciates literature and other creative expressions of information (LO #8)

- strives for excellence in information seeking and knowledge generation (LO #9)

C. Social responsibility

Standards: The student who contributes positively to the learning community and to society is information literate:

- recognizes the importance of information to a democratic society (LO #10).

- practices ethical behavior in regard to information and information technology (LO #11).

- participates effectively in groups to pursue and generate information (LO #12).

D. Environmental responsibility

Standards: The student who is considerate of the environment;

- recognizes the interactions between society and the environment (LO #13)

- makes thoughtful decisions when choosing between options (LO #14)

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