Green, Gold, Uncle Sam, and information literacy.
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 212
Abstract
Information literacy is often trumpeted as a “lifelong learning”, but in practice most people fall back onto point and click bibliographic instruction where differentiating in between scholarly and non-scholarly information is as easy as clicking a filter option. And once these students graduate they no longer have access to these resource; this is not lifelong learning. Throughout this presentation I will present on how to effectively embed, teach and inform students on how to access, use, and analyze quality information through the open web, open access, think-tanks, and government information in information literacy instruction.
Getting past the status-quo in information literacy instruction is crucial. It is an opportunity to reach students at a point of need and to equip them with the tools to find, use, and effectively deal with information their entire lives, not just their four years where they have access to databases.
Presentation Description
The presentation will be a lecture and discussion on how to effectively embed open access, government information, and open web information literacy skills into information literacy instruction.
Keywords
Information Literacy, Open Access, Government Information, Lifelong Learning
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Porter, Seth, "Green, Gold, Uncle Sam, and information literacy." (2016). Georgia International Conference on Information Literacy. 47.
https://digitalcommons.georgiasouthern.edu/gaintlit/2016/2016/47
Green, Gold, Uncle Sam, and information literacy.
Room 212
Information literacy is often trumpeted as a “lifelong learning”, but in practice most people fall back onto point and click bibliographic instruction where differentiating in between scholarly and non-scholarly information is as easy as clicking a filter option. And once these students graduate they no longer have access to these resource; this is not lifelong learning. Throughout this presentation I will present on how to effectively embed, teach and inform students on how to access, use, and analyze quality information through the open web, open access, think-tanks, and government information in information literacy instruction.
Getting past the status-quo in information literacy instruction is crucial. It is an opportunity to reach students at a point of need and to equip them with the tools to find, use, and effectively deal with information their entire lives, not just their four years where they have access to databases.
