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Information literacy in an online world: A digital approach to address the needs of digital natives
- 1. Information literacy in an online world: A digital approach to address the needs of digital natives Ina Smith
- 2. Agenda • Why? • Who? • What? • How? 2
- 3. Why? 3
- 4. LIS Transformation Charter on access to information • Distribute status, wealth & power • Makes for better people, less dependent • More efficient & effective (productive) workers • More responsive & responsible citizens • Less conflict & disturbances • More developed country, economic growth, job creation
- 5. 5
- 6. What is Information? “Knowledge that you get about someone or something; facts or details about a subject.“ Once you have internalised the information contained in resources, it becomes knowledge, and you become knowledgeable, and even grow into an expert. (Source: Merriam-Webster Dictionary) 6
- 7. What is Research? “Careful or diligent search; studious inquiry or examination; especially : investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws; the collecting of information about a particular subject.” (Source: Merriam-Webster Dictionary) 7
- 8. What is Literacy? “The ability to read and write; knowledge that relates to a specified subject.“ Also: Mathematical Literacy, Media Literacy, Reading Literacy, Writing Literacy, Language Literacy, etc. (Source: Merriam-Webster Dictionary) 8
- 9. What is Information Literacy? (1) “Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“ (Source: ALA & ACRL) 9
- 10. What is Information Literacy? (2) • Basic human right in a digital world • Illuminates courses to development, prosperity, freedom • Empowers people to seek, evaluate, use, create information effectively to achieve personal, social, occupational, educational goals • Promotes social inclusion in all nations • Enables people to interpret & make informed judgments as users of information sources • Enables people to become producers of information in their own right 10 (Source: UNESCO Information and Communication)
- 11. What is Information Literacy? (3) • Information literate people are able to access information about their health, environment, education, work – empowers them to make critical decisions about their lives – e.g. take more responsibility for own health, education • IL in digital world: users requires skills to use information & communication technologies, applications to access & create information • Media and Information Literacy (Source: UNESCO Information and Communication) 11
- 12. Media and Information Literacy 12
- 13. Key outcomes of MIL (Unesco) 13
- 14. What is Research Literacy? (1) • Competencies that help individuals identify & fill knowledge gaps • Know when to use which method to collect information (data) • Search & use all kinds of resources • Know where to start with finding information, when to ask a librarian/other expert • Ability to communicate researched information effectively 14 https://www.grinnell.edu/libraries/faculty-staff/teaching/research-literacy
- 15. What is Research Literacy? (2) • Identify & express information need (research question) • Compile search strategy • Assess quality & relevance of information found • Synthesize existing content • Research literacy = all that is required to become lifelong learners 15 https://www.grinnell.edu/libraries/faculty-staff/teaching/research-literacy
- 16. 16 Source:JISC
- 17. To think about: Is it time to re-think the name & definition? Do we perhaps need something that is more inclusive and reflects new trends? 17
- 18. Who? 18
- 19. Who are our users? 19 Infant Toddler Primary School Learner Secondary School Learner Student Working Adult Senior Adult
- 20. Ecosystem approach “The ecological approach encourages us to think of South African LIS in such a way that where the flows of resources diminish, for example to school libraries, we will recognise that because of our interdependence, the weakness of one component has the potential to weaken other components.” (Source: LIS Transformation Charter)
- 21. Technology in the ecosystem • Connection between integration of library and information services, the diffusion of information technologies, improved literacy and information literacy levels, citizenship, and the evolution of social cohesion and employment levels in the economy as a whole • Reading literacy, information literacy and information technologies within an integrated services system, could become the critical ingredients of economic growth and social development (Source: LIS Transformation Charter)
- 24. Adult learners • Prefer sense of self-control, autonomy, self-direction • Learning must be relevant, purposeful, to achieve goals • Time limited • Wealth of knowledge • Results-oriented – expectations met • Potential limitations • Successful if internally motivated 24
- 25. Child learners • Other-directed – depend on teachers, parents • Perception of time different • Learn what they are told • Limited experience base • Learn quickly, open to new information & to change views • Expectations less well defined • Externally motivated 25
- 26. Learning styles
- 38. What? 38
- 39. Digital citizenship (1) Norms of appropriate, responsible behaviour with regard to technology use • Digital access for all (World Wide Web, Open Access) • Digital consumers doing online business • Digital communication (social media, email) • Digital literacy for searching & processing information (traditional information literacy skills. data management & visualisation, publishing – download & upload) • Digital etiquette
- 40. Digital citizenship (2) • Digital law (plagiarism, illegal downloads, hacking, creating and spreading worms, viruses, Trojan Horses, sending spam, stealing identity) • Digital rights & responsibilities (right to privacy, free speech) • Digital health & wellness (safety, self-care, cyber- bullying) • Digital security (virus protection, back-up’s) http://www.digitalcitizenship.net/Nine_Elements.html
- 42. Online fiction
- 46. How? 46
- 51. Autodidactics • Self-learning, Self-education, Self-teaching 51 Playwright George Bernard Shaw left formal education while still in his mid-teens to become a clerk at an estate firm. He compared schools to prison and said that "I did not learn anything at school." Sir Terry Pratchett, a writer of science fiction, fantasy and children's books, is quoted as saying "I didn't go to university. Didn't even finish A-levels. But I have sympathy for those who did."
- 52. 52
- 53. 53
- 56. 56
- 57. 57
- 62. Conclusion • Information & Research Literacy Curriculum Framework (incl. communication, media, computer literacy) • Build in digital citizenship skills • South Africa (incl. Africa) • Sub-systems e.g. Public/Community Users, Post- schooling Users, and more • IL towards more entrepreneurs • Librarians to be equipped with skills 62
- 63. “For South Africa to be competitive, it is important that it keeps up with the global trends in the provision of modern LIS that exploit all the benefits of ICTs. The LIS sector’s capacity to contribute to the nation’s ability to convert knowledge into innovations and wealth will determine its value to the nation.” (Source: LIS Transformation Charter)