Advanced Information Literacy

Start Date: 01/17/2021

Course Type: Common Course

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About Course

This course is designed to build upon a learner's search skills and expertise in the information literacy concepts that underpin scholarship at college or university. This badge incentivizes them to continue improving their information literacy competencies over their academic and workplace career. By participating in this course, one can use these advanced search skills to save time conducting literature reviews, efficiently gather and organize information, ethically use sources, and protect their own intellectual property.

Course Syllabus

Understand various forms and expertise of scholarship
Cite scholarship to give proper attribution
Strategically explore the information landscape
Map the information landscape
Final Project

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Course Introduction

This course is designed to build upon a learner's search skills and expertise in the information literacy concepts that

Course Tag

Related Wiki Topic

Article Example
Information literacy IFLA has established an Information Literacy Section. The Section has, in turn, developed and mounted an Information Literacy Resources Directory, called InfoLit Global. Librarians, educators and information professionals may self-register and upload information-literacy-related materials (IFLA, Information Literacy Section, n.d.) According to the IFLA website, "The primary purpose of the Information Literacy Section is to foster international cooperation in the development of information literacy education in all types of libraries and information institutions."
Information literacy The Presidential Committee on Information Literacy released a report on January 10, 1989, outlining the importance of information literacy, opportunities to develop information literacy, and an Information Age School. The report's final name is the Presidential Committee on Information Literacy: Final Report.
Information literacy The American Library Association's Presidential Committee on Information Literacy defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for lifelong learning and the production of an informed and prosperous citizenry.
Information literacy One of the most important things to come out of the Presidential Committee on Information Literacy was the creation of the National Forum on Information Literacy.
Information literacy National content standards, state standards, and information literacy skills terminology may vary, but all have common components relating to information literacy.
Information literacy Thus, in 1989, the A.L.A. Presidential Committee established the National Forum on Information Literacy, a volunteer network of organizations committed to raising public awareness on the importance of information literacy to individuals, communities, the economy, and to engage citizenship participation.
Information literacy The Alexandria Proclamation linked Information literacy with lifelong learning. More than that, it sets Information Literacy as a basic Human right that it ""promotes social inclusion of all nations"."
Information literacy In the release of its Final Report in 1989, the American Library Association Presidential Committee on Information Literacy summarized in its opening paragraphs the ultimate mission of the National Forum on Information Literacy:
Information literacy The United States National Forum on Information Literacy defines information literacy 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 American Library Association defines "information literacy" as 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. Other definitions incorporate aspects of "skepticism, judgement, free thinking, questioning, and understanding..." or incorporate competencies that an informed citizen of an information society ought to possess to participate intelligently and actively in that society.
Information literacy This alliance was created from the recommendation of the Prague Conference of Information Literacy Experts in 2003. One of its goals is to allow for the sharing of information literacy research and knowledge between nations. The IAIL also sees "lifelong learning" as a basic human right, and their ultimate goal is to use information literacy as a way to allow everyone to participate in the "Information Society" as a way of fulfilling this right.
Information literacy In "Information Literacy as a Liberal Art", Jeremy J. Shapiro and Shelley K. Hughes advocated a more holistic approach to information literacy education, one that encouraged not merely the addition of information technology courses as an adjunct to existing curricula, but rather a radically new conceptualization of "our entire educational curriculum in terms of information".
Information literacy The committee outlined six principal recommendations: to "reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in teacher education; and to promote public awareness of the relationship between information literacy and the more general goals of "literacy, productivity, and democracy."
Information literacy Information literacy efforts are underway on individual, local, and regional bases.
Information literacy There are several national and international conferences dedicated to information literacy.
Information literacy Information literacy skills are critical to several of the National Education Goals outlined in the Goals 2000: Educate America Act, particularly in the act's aims to increase "school readiness", "student achievement and citizenship", and "adult literacy and lifelong learning". Of specific relevance are the "focus on lifelong learning, the ability to think critically, and on the use of new and existing information for problem solving", all of which are important components of information literacy.
Information literacy In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published "Information Power: Building Partnerships for Learning", which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy", "independent learning", and "social responsibility".
Information literacy The six regional accreditation boards have added information literacy to their standards, Librarians often are required to teach the concepts of information literacy during "one shot" classroom lectures. There are also credit courses offered by academic librarians to prepare college students to become information literate.
Information literacy Many of those who are in most need of information literacy are often amongst those least able to access the information they require:
Information literacy In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published "Information Literacy Standards for Student Learning", which identified nine standards that librarians and teachers in K-12 schools could use to describe information literate students and define the relationship of information literacy to independent learning and social responsibility:
Information and media literacy Prior to the 1990s, the primary focus of information literacy has been research skills. Media literacy, a study that emerges around the 1970s traditionally focuses on the analysis and the delivery of information through various forms of media. Nowadays, the study of Information Literacy has been extended to include the study of Media Literacy in many countries like UK, Australia and New Zealand. The term Information and Media Literacy is used by UNESCO to differentiate the combined study from the existing study of Information Literacy. It is also defined as Information and Communication Technologies (ICT) in the United States. Educators, such as Gregory Ulmer, has also defined the field as electracy.