Embedded Information Literacy - A Challenge for Higher Education?
Abstract
We would like to present some ideas on the practice of teaching and learning in the field of information literacy by introducing a model of our own based on previous research by David Ellis and Carol Kuhlthau. The model is a vision for imparting generic and information skills and it aspires to develop these skills within the educational process that later could be transferred to all areas of lifelong learning. We would also like to discuss how to implement information literacy in higher education programmes. The best way to achieve information literacy is through experiences that integrate cognitive and technical learning. If information literacy is to move into the mainstream of education, initiatives need to be undertaken in the context of education policy formulation. Information literacy instruction needs to be planned inside academic programmes, not just in response to individual initiatives.
Location
Room 2904 B
Recommended Citation
Brage, Christina and Lantz, Agneta, "Embedded Information Literacy - A Challenge for Higher Education? " (2007). SoTL Commons Conference. 27.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/27
Embedded Information Literacy - A Challenge for Higher Education?
Room 2904 B
We would like to present some ideas on the practice of teaching and learning in the field of information literacy by introducing a model of our own based on previous research by David Ellis and Carol Kuhlthau. The model is a vision for imparting generic and information skills and it aspires to develop these skills within the educational process that later could be transferred to all areas of lifelong learning. We would also like to discuss how to implement information literacy in higher education programmes. The best way to achieve information literacy is through experiences that integrate cognitive and technical learning. If information literacy is to move into the mainstream of education, initiatives need to be undertaken in the context of education policy formulation. Information literacy instruction needs to be planned inside academic programmes, not just in response to individual initiatives.
