Rethinking Information Literacy Instructions in the Digital Age

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Primary Faculty Mentor’s Name

Jocelyn Poole

Proposal Track

Faculty Affinity Network (FAN)

Session Format

Paper Presentation

Abstract

In the age of information explosion, the advance of cutting-edge and emerging information technologies has provided us with more innovative ways of delivering and disseminating information. Many academic administrators, instructors, IT specialists, librarians, school teachers, and other professionals worldwide are engaged in how to improve students’ information literacy skills in dynamic academic learning scenarios. However, many Georgia Southern undergraduate students, especially first-year students and some graduate students, still have great difficulty in accessing and searching scholarly information from academic information resources and services.

Taking advantage of this conference, it is high time that academic faculty need to rethink creative ways of promoting excellence in teaching at Georgia Southern University.

On the basis of ACRL’s Information Literacy Competency Standards for Higher Education, this paper explores impacts of IT technologies on concepts, competencies, standards, and skills of information literacy in service-oriented and student-centered academic learning environments. While reviewing dilemma of current information literacy instructions at Georgia Southern University, this presentation outlines confusions and misunderstandings among computer literacy, information literacy, and library literacy in the networked academic learning environments. Using a customized information literacy instruction model, this paper demonstrates how instructors may promote excellence in teaching and information literacy instructions at Georgia Southern University.

To outline the major components, this proposed presentation will include, but not limit to, the following major sections:

  1. Introduction
  2. What is Information Literacy? This section will explore how to understand ACRL’s information literacy competency standards in the 21st century.
  3. Dilemma of Information Literacy Instructions at Georgia Southern University: This section will explore dilemma of current information literacy instructions at Georgia Southern University. Explained are differences among computer literacy, information literacy, and library literacy. Even more important, this presentation explores which kind of information literacy skills are what Georgia Southern students need to improve.
  4. Recommendations, Suggestions, and Advice: This section suggests how Georgia Southern administrators, instructors, and information services librarians could enlighten information literacy competencies effectively and efficiently.
  5. Summary

Target participants will include academic administrators, instructors, librarians, and other professionals who would like to explore how to improve information literacy competencies in dynamic academic learning environments.

Keywords

Information literacy, Information literacy competency, Information literacy instruction

Award Consideration

1

Location

Room 2901

Presentation Year

2014

Start Date

11-15-2014 1:45 PM

End Date

11-15-2014 2:45 PM

Publication Type and Release Option

Presentation (Open Access)

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Nov 15th, 1:45 PM Nov 15th, 2:45 PM

Rethinking Information Literacy Instructions in the Digital Age

Room 2901

In the age of information explosion, the advance of cutting-edge and emerging information technologies has provided us with more innovative ways of delivering and disseminating information. Many academic administrators, instructors, IT specialists, librarians, school teachers, and other professionals worldwide are engaged in how to improve students’ information literacy skills in dynamic academic learning scenarios. However, many Georgia Southern undergraduate students, especially first-year students and some graduate students, still have great difficulty in accessing and searching scholarly information from academic information resources and services.

Taking advantage of this conference, it is high time that academic faculty need to rethink creative ways of promoting excellence in teaching at Georgia Southern University.

On the basis of ACRL’s Information Literacy Competency Standards for Higher Education, this paper explores impacts of IT technologies on concepts, competencies, standards, and skills of information literacy in service-oriented and student-centered academic learning environments. While reviewing dilemma of current information literacy instructions at Georgia Southern University, this presentation outlines confusions and misunderstandings among computer literacy, information literacy, and library literacy in the networked academic learning environments. Using a customized information literacy instruction model, this paper demonstrates how instructors may promote excellence in teaching and information literacy instructions at Georgia Southern University.

To outline the major components, this proposed presentation will include, but not limit to, the following major sections:

  1. Introduction
  2. What is Information Literacy? This section will explore how to understand ACRL’s information literacy competency standards in the 21st century.
  3. Dilemma of Information Literacy Instructions at Georgia Southern University: This section will explore dilemma of current information literacy instructions at Georgia Southern University. Explained are differences among computer literacy, information literacy, and library literacy. Even more important, this presentation explores which kind of information literacy skills are what Georgia Southern students need to improve.
  4. Recommendations, Suggestions, and Advice: This section suggests how Georgia Southern administrators, instructors, and information services librarians could enlighten information literacy competencies effectively and efficiently.
  5. Summary

Target participants will include academic administrators, instructors, librarians, and other professionals who would like to explore how to improve information literacy competencies in dynamic academic learning environments.