
	Where results make sense

Topic: Information literacy

Related Topics

Information explosion

Library and information science

Library catalog

Catalog

	Archived - Understanding Information Literacy - September 1999 (PLLI 1999-8014) (Site not responding. Last check: 2007-10-22)
		The term information literacy, sometimes referred to as information competency, is generally defined as the ability to access, evaluate, organize, and use information from a variety of sources.
		Information literacy is not the same as computer literacy (which requires a technological know-how to manipulate computer hardware and software) or library literacy (which requires the ability to use a library's collection and its services), although there is a strong relationship among all these concepts.
		Information literacy requires an awareness of the way in which information systems work, of the dynamic link between a particular information need and the sources and channels required to satisfy that need (Darch et al.
	www.ed.gov /pubs/UnderLit/info-literacy.html (237 words)

	Information Literacy: A Clarification
		The tying of information literacy as a concept to such educational issues should alert all stakeholders in the education arena that a shift in educational thinking has occurred in that literacy is more than the ability to read and to write.
		Whatever information literacy reveals itself as, the literature is replete with a sense of urgency that essential learning areas include outcomes that ensure that all learners (be they in a workplace or in an educational institution) become information-literate.
		Information literacy appears to be a relational idea and, according to Doyle (1996), requires an educationally sound contextual base from which educators can develop the understandings and skills in a framework that has national acceptance and validation.
	www.fno.org /oct98/clarify.html (3579 words)

	ALA \| Information Literacy Competency Standards for Higher Education
		Information literacy is related to information technology skills, but has broader implications for the individual, the educational system, and for society.
		Information literacy, on the other hand, 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.
		Because information literacy augments students’ competency with evaluating, managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students.
	www.ala.org /ala/acrl/acrlstandards/informationliteracycompetency.htm (3876 words)

	21st Century Skills
		Information literacy is the ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.
		Information literacy includes accessing information efficiently and effectively, evaluating it critically and competently, and using it accurately and creatively.
		Evaluating and synthesizing information found in a variety of sources requires even more advanced skills, representing a literacy that is far beyond what is needed in a more constrained environment, such as with textbooks where all the information is contained within one source.
	www.ncrel.org /engauge/skills/infolit.htm (556 words)

	Information literacy at opensource encyclopedia (Site not responding. Last check: 2007-10-22)
		The seminal event in the development of the concept of information literacy was the establishment of the ALA Presidential Committee on Information Literacy whose final report outlined the importance of the concept.
		Information literacy skills must be taught in the context of the overall process.
		Information literacy efforts are not being limited to the library field, but are also being employed by regional educational consortia.
	www.wiki.tatet.com /Information_literacy.html (1474 words)

	Educom Review (Site not responding. Last check: 2007-10-22)
		Clearly, defining information literacy broadly, so as to constitute both a liberal as well as a technical art, and turning that definition into a curriculum are major challenges both intellectually and practically, and deserve extended discussion and collaboration among both educators and information-systems professionals, humanists, and computer and information scientists.
		Tool literacy, or the ability to understand and use the practical and conceptual tools of current information technology, including software, hardware and multimedia, that are relevant to education and the areas of work and professional life that the individual expects to inhabit.
		Emerging technology literacy, or the ability to ongoingly adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.
	www.educause.edu /pub/er/review/reviewArticles/31231.html (1809 words)

	Definition of Information Literacy (Site not responding. Last check: 2007-10-22)
		Information literacy is a means to express personal ideas, develop arguments, refute the opinions of others, learn new things, or simply identify the truth or factual evidence about a topic.
		Information literacy encompass skills but goes beyond location skills to concentrate on the bigger picture of information gathering.
		The acquisition of information literacy involves mastery of certain skills, the development of specific knowledge, and the adoption of certain attitudes.
	stauffer.queensu.ca /inforef/tutorials/rbl/infolit.htm (1044 words)

	[No title] (Site not responding. Last check: 2007-10-22)
		In this Information Age, it is important to pay attention to issues of information literacy in traditional, media, and computing arenas.
		While this does have great advantages in expanding our information base and providing more accurate and timely information at the "click of a mouse," it also means, perhaps, more intellectual effort on the part of the information consumer to develop valuable critical thinking skills and to evaluate the sources, quality, and quantity of that information.
		In evaluating information on the Internet, one should consider many of the same elements that would be considered when selecting resource material in other formats, and a new one: permanence.
	www.oit.umd.edu /units/web/literacy (546 words)

	National Forum on Information Literacy (Site not responding. Last check: 2007-10-22)
		The National Forum on Information Literacy was created in 1989 as a response to the recommendations of the American Library Association's Presidential Committee on Information Literacy.
		Information is expanding at an unprecedented rate, and enormously rapid strides are being made in technology for storing, organizing, and accessing the ever-growing tidal wave of information.
		Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
	www.infolit.org (173 words)

	Information Literacy
		Information retrieval is easy, but the proof of the pudding is in the learner’s ability to evaluate, organize, analyze, and apply information so that it becomes knowledge.
		When considering Information Literacy, it is necessary to understand the shifts in teaching and learning that have resulted from the increasing role of technology in curriculum.
		Information literacy is promoted through assignments that have the feel of immediacy and relevance to real life.
	www.ri.net /RITTI_Fellows/Barton/infolit.html (2746 words)

	Information Literacy Primer (Site not responding. Last check: 2007-10-22)
		Students still need to figure out what information they are looking for, use a source to acquire a knowledge base in that topic, search and evaluate the information they find, and compare it to what they already know about the topic to see if it meets their needs.
		One information literacy skill that has become more integral to the research process, due to the amount of information found on the Web, is the skill of critical evaluation of information.
		Information literacy skills have not changed with the advent of the information explosion, but have become a set of skills important for all students to master.
	www.edutopia.org /php/article.php?id=Art_833 (1013 words)

	ALA \| Information Literacy
		Welcome to the ACRL Information Literacy website, the Institute for Information Literacy Executive Committee's gateway to resources on information literacy.
		If you are new to information literacy, you may find it helpful to begin with these links.
		Information literacy resources from the Association of College & Research Libraries.
	www.ala.org /ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm (94 words)

	Information Literacy: the Key Web Sites (Site not responding. Last check: 2007-10-22)
		Provides an introduction to information literacy research, national and state standards, information literacy in K-12, information literacy in higher education, plus technology and information literacy.
		The purpose of the Project for Standardized Assessment of Information Literacy Skills (SAILS) has been to develop an instrument for programmatic level assessment of information literacy skills that is valid and thus credible to university administrators and other academic personnel.
		The European Network on Information Literacy is a network of scientists and researchers involved in information literacy and drawn from 14 EU countries.
	www.infolit.org /related_sites (1473 words)

	Information Literacy for K-16 Settings
		Information Literacy means essentially the ability to locate, evaluate, select, use, and share information effectively.
		The Institute of Information Literacy focuses on implications for administrators and faculty.
		A person who is information literate knows how to use the library to locate information, but information literacy goes beyond knowing how to use the library's catalog or finding information in periodicals.
	www.csulb.edu /~lfarmer/infolitwebstyle.htm (3758 words)

	Information Literacy Tutorial Introduction
		Information Literacy is a UW-Parkside General Education requirement.
		"Information literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand" (The National Forum on Information Literacy).
		As a student who is information literate, you will be able to locate and use resources for your classes through both the library and the World Wide Web.
	www.uwp.edu /departments/library/infolit/intro (522 words)

	Colorado Information Literacy (Site not responding. Last check: 2007-10-22)
		They know their information needs and are capable of actively engaging in the world of ideas.
		This page provides links to Colorado's Information Literacy Standards, which in turn will help prepare information literate students for the future they will have to face.
		It also offers the nine information literacy standards for student success, along with how information literacy aligns with Colorado model content standards.
	www.cde.state.co.us /cdelib/slinfolitindex.htm (190 words)

	Information Literacy WWW links
		NFIL is "a coalition of 75 education, business, and governmental organizations working to promote international and national awareness of the need for information literacy and encouraging activities leading to its acquisition." Includes a list of NFIL member organizations.
		Summary of information literacy for K-12 and higher education, including a detailed information literacy curriculum developed by the Wisconsin Educational Media Association.
		Information Literacy Standards for Student Learning developed by the American Association of School Libraries (AASL) and the Association for Educational Communications and Technology (AECT) as part of Information Power are the most recent standards for K-12.
	www.fiu.edu /~library/ili/iliweb.html (818 words)

	Colorado Information Literacy Standards (Site not responding. Last check: 2007-10-22)
		Based on and aligned with national standards from the American Library Association, Colorado's information* literacy standards are tailored to this state and its educational needs.
		They describe the standards that students must achieve to be “information literate”.
		Each information literacy standard is aligned with the structure of Colorado's K-12 Academic Standards.
	www.cde.state.co.us /litstandards/litstandards.htm (203 words)

	Mankato Schools Information Literacy Curriculum Guideline (Site not responding. Last check: 2007-10-22)
		Teaching information skills is the joint responsibility of the building library media specialist and the classroom teacher.
		Information and technology skills are most meaningful when taught within a subject area, within an inter-disciplinary unit, or as part of an activity that addresses an authentic, real-life need or problem.
		Potential employers of Mankato public school graduates should be confident that their new employees will know how to identify information needs, locate relevant information in an efficient manner, understand and evaluate information, and use the information to solve a problem, complete a task, or be able to communicate that information clearly to others.
	www.isd77.k12.mn.us /resources/infocurr/infolit.html (1229 words)

	Information Literacy Weblog
		Not particularly to do with information literacy, but there is a chapter by me in an excellent new book with a variety of articles on different aspects of marketing libraries in different countries, namely:
		In her research on teachers’ perceptions of information literacy, the teachers seemed to find it difficult to engage with these models, or related them to the classroom.
		She then focused again on her research into school teachers’ information literacy, and how they talked about the importance of information literacy, but the problem of incorporating it into their students’ learning (partly and significantly because of the constraints of the national curriculum and the performance culture fostered by the Government).
	information-literacy.blogspot.com (3564 words)

	Information Literacy Framework
		Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
		Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
		Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
	www.ri.net /RIEMA/infolit.html (1082 words)

	Information Literacy at FIU
		An information literate person is able to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
		Information Literacy Competency Standards for Higher Education developed by the Association of College and Research Libraries
		These standards are used nationwide as a model for university and college information literacy programs.
	www.fiu.edu /~library/ili (217 words)

	The Information Literacy Land of Confusion
		The development of information literacy is central to the academic success of undergraduates, yet few universities require formal, credit-bearing courses taught by librarians to ensure that students develop these lifelong learning skills and abilities.
		Librarians teach a credit-bearing information literacy course to most incoming first-year students as part of this campus learning community.
		This is a short article which addresses why information literacy is important to students at Ohio Wesleyan University.
	lorenzen.blogspot.com (1245 words)

	Information Literacy Glossary
		A brief description of an information resource which follows a citation in a bibliography.
		Ideas and information in print or electronic form are the property of the person who created them.
		The scope of an information source refers to what topics, resources, and time periods the source specifically includes in or excludes from its coverage.
	www.ycp.edu /library/ifl/glossary.html (2638 words)

	Information Literacy
		Since then the Roundtable's proposal for an information literacy program has been adopted by the Undergraduate Curriculum Committee, as well as four specific outcome goals.
		More information about our Information Literacy Initiative can be found at our official Philadelphia University Information Literacy Web Site.
		At a faculty development program held in Downs Auditorium, faculty heard a presentation on information literacy and participated in a exercise in which they developed information skills for their students and worked on creating assignments that promote information literacy.
	www.philau.edu /tltr/information_literacy.htm (282 words)

	Information Literacy (Site not responding. Last check: 2007-10-22)
		identify which information literacy skills students need in order to accomplish class curriculum objectives.
		The Big Six Skills can be used by librarians, teachers and information specialists to help learners attain information literacy.
		These benchmarks are not in the official Washington Essential Academic Learning Requirements, but are useful in thinking about integrating information literacy into all areas of the curriculum.
	www.wlma.org /Instruction/infolit.htm (675 words)

	Information Literacy 101 eText 2005-2006
		"To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
		Information Literacy 101 is a central component of the core curriculum at York College of PA.
		Identifying and evaluating sources of information are vital parts of the critical thinking process.
	www.ycp.edu /library/ifl/etext/ethome.html (129 words)

	Big Six Skills (Site not responding. Last check: 2007-10-22)
		In an information literate environment, students engage in active, self-directed learning activities, and teachers facilitate students' learning by looking beyond their classrooms for resources that will enrich the learning environment.
		The Big Six is an information literacy curriculum, an information problem-solving process, and a set of skills which provide a strategy for effectively and efficiently meeting information needs.
		This website introduces the Big Six information literacy curriculum and suggests activities for teachers to become familiar with how to use this curriculum in the classroom.
	www.itrc.ucf.edu /webcamp/final_projects/barney/big6.html (417 words)

Try your search on: Qwika (all wikis)