Information literacy and IT fluency convergences and divergences

Reference and User Services Quarterly

Volumn 46, Issue 3, 2007, Pages

  Gibson, Craig ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248359497     PISSN: 10949054     EISSN: None     Source Type: Journal    
DOI: 10.5860/rusq.46n3.23     Document Type: Article

References (22)

1. Bill Johnston and Sheila Webber, "As We May Think: Information Literacy as a Discipline for the Information Age," Research Strategies 20, no. 3 (2006): 108-121.
2. For the original exposition of the normative, attributes-based conception of information literacy, see: Christina S. Doyle, Information literacy in an Information Society: A Concept for the Information Age (Syracuse, N.Y.: ERIC Clearinghouse on Information & Technology, ED372763, 1994).
3. National Research Council (United States) Committee on Information Technology Literacy. Being Fluent with Information Technology, Computer Science and Telecommunications Board. Washington, D.C.: National Academy Pr., 1999.
4. See the following for the original presentation of the relational model: Christine Bruce, The Seven Faces of Information Literacy (Adelaide, Australia: AUSLIB Pr., 1997);
5. Hilary Johnson, "The SCONUL Task Force on Information Skills," in Information and IT Literacy: Enabling Learning in the 21st Century, Allan Martin and Hannelore Rader, eds. (London: Facet Pub., 2003).
6. For an example of the relational model, based on phenomenographic research, applied in an American college setting, see: Clarence Maybee, "Undergraduate Perceptions of Information Use: The Basis for Creating User-Centered Student Information Literacy Instruction," Journal of Academic Ltbrarianship 32, no. 1 (2006): 79-85.
7. See case studies demonstrating the efficacy of collaboration in: Dane Ward and Dick Raspa, eds., The Collaborative Imperative: Faculty and Librarians Working Together in the Information Universe, (Chicago: ACRL, 2000).
8. The shift from "transmission" models of teaching to "learner-centered" models is still underway, but the library community has been much influenced by the research first published by Robert Barr and John Tagg. This article is often cited as a landmark work in distilling needed changes in pedagogy in higher education: Robert Barr and John Tagg, "From Teaching to Learning: A New Paradigm for Undergraduate Education," Change 27, no. 6 (Nov./Dec. 1995): 13-25.; Jeremy J. Shapiro and Shelley Hughes, "Information Literacy as a Liberal Art," Educom Review 31, no. 2 (Mar./Apr. 1996): 31-35.
9. Bruce, The Seven Faces of Information Literacy.
10. National Research Council, Being Fluent with Information Technology.
11. The National Forum of Information Literacy was established in 1989 as a response to a series of recommendations by ALAs Presidential Committee on Information Literacy. The group meets three times each year in Washington, D.C. Its member organizations include government agencies, professional education and library associations, accrediting groups, nonprofit organizations, business and CEO groups, and others concerned with the connections between information literacy, lifelong learning, and personal empowerment.
12. Sheik Wsbber and Bill Johnston, "Conceptions of Information literacy: New Perspectives and Implications," Journal of Information Same 26, no. 6 (2000): 381-96.
13. American Association of School Librarians and Association for Educational Communications and Technology, Information Power. Building Partnerships far Learning (Chicago: ALA, 1998); Association of College and Research Libraries, Information literacy Competency Standards for Hfgher Education, (Chicago: ACRL, 2000). Available at: www.ala.org/ala/acrl/ acrlissues/acrlinfolit/mfolitstandards/standardstoolkit.htm (accessed Nov. 9, 2006).
14. The mission, goals, projects, and minutes of the National Forum on Information Literacy can be found at: www.infolit.org (accessed Nov. 9, 2006).
15. The mission, goals, projects, and publications of the partnership can be found at: www.21stcentuiyskills.org (accessed Nov. 9, 2006). Under the "Framework" link, the Partnership presents its integrated conception of 21st Century skills, which include information and media literacy as well as ICT skills.
16. Information about the ICT Literacy Assessment can be found at www.ets.org, under the "ICT Literacy Assessment" link (accessed Nov. 9, 2006).
17. Educational Testing Service, "ICT Literacy Assessment: Assess the Information and Communication Technology Proficiencies Your Students Need to Succeed" (brochure; 2005).
18. Carol Smith, Dennis Trinlde, Lynda S. Latta, Joshua Wilson, "Technology as the New Liberal Art: the DePauw University Approach to Pervasive Information Fluency," Proceedings of the 30th ACM SIGUCCS Conference on User Services, Providence, Rhode Island, Association of Computing Machinery, November 2002.
19. University of Central Florida, What If? A Foundation far Information Fluency, March 2006, http:/Aaaweb.ucf.edu/qep/ucf_qep_document.pdf (accessed Nov. 9, 2006).
20. Ibid., 14.
21. Ibid., 6.
22. George Lorenzo and Charles Dziuban, "Ensuring the Net Generation is Net Savvy"; Carrie Windham, "Getting Past Google: Perspectives on Information Literacy from the Millennial Mind"; and George Lorenzo, Diana Oblinger, and Chaires Dziuban, "How Choice, Co-Creation, and Culture are Changing What it Means to be Net Savvy," Educause Learning Initiative Net Sowiness White Papers Series, ed. by Diana Oblinger. Available at www.educause.edu/NewLeamers/5515 (accessed Nov. 9, 2006; 2006).