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2002 Gwen Gawith: Re-defining research

2002 Opoho School: "The Opoho Possum Hunt"

2001 Gwen Gawith: "Infobliteracy" - Part 2.

2001 Gwen Gawith: Responding to "Into a Further World" by Elwyn Richardson.

2001 Carolyn Coil: Teachers make the world of information become knowledge.

2001 Gwen Gawith: Why Read?

2001 Gwen Gawith: "Infobliteracy" - Part 1.

2001 Linda Selby and Maureen Trebilcock: A call for teacher-librarians

2000 Gwen Gawith: Information Literacy: theory into practice - Part 2

2000 Gwen Gawith: Information literacy: problems and solutions.

2000 Alan Cooper: Information literacy; the past is not enough.

1999 Gwen Gawith: The origins of information literacy.

1998 Graham Prentice: Knowledge architects.

1998 Gwen Gawith: Getting a handle on information literacy.

1997 Gwen Gawith: NEMPing through information literacy.

1992 Gwen Gawith: learning for the future.

1987 Gwen Gawith: Information skills for an information age.

1986 Gwen Gawith Information skills for an information literate future.

1984 Gwen Gawith: Getting a handle on information skills.

 

information literacy:
definitions & discussion

A call for Teacher-Librarians

Dr Linda Selby and Maureen Trebilcock

While there is a plethora of writing about conceptualising, developing and implementing information literacy, it is apparent that information literacy is defined differently by various schools of thought.

Information literacy is a field of study in its own right. However it also has obvious pedagogical links to other educational areas, for example, independent learning, metacognition, information technology, higher order thinking skills and lifelong learning.

Langford (1998) notes that because information literacy is connected to these major educational topics, one would expect it to be firmly embedded in the practices and outcomes of education in an information age.  NOT SO! Teachers and school managers are not always clear about what information literacy really means. This is hardly surprising given the many different definitions and frameworks. The labels information literacy, information skills, information literate community are woolly labels and teachers do not always know what is meant by these terms in relation to classroom practice.  This confusion of meaning often leads to information literacy being treated as an add on. Information literacy is a complex and dynamic process, it is not linear and the process cannot be taught in isolation. Information literacy is about being able to find, read, analyse, interpret and apply information with critical discrimination to build and communicate knowledge (Gawith, 2000).

Part of the reason for this confusion about information literacy is that the very people who hold the key to understanding and implementing information literacy strategies are teacher librarians and not all schools have these valuable people on their staff. It is the teacher librarian, as a specialist teacher who is best placed to lead these developments.

Gawith, G. Good Teacher Term 3 2000

Langford, L. (1998). School Libraries Worldwide, Vol 4 No 1