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Debora Gomez

Health Information Literacy and Competencies of Information Age Students: Results From ... - 0 views

www.ncbi.nlm.nih.gov/...PMC1550696

information literacy

shared by Debora Gomez on 01 Mar 12 - No Cached
  • This study aimed to measure the proficiency of college-age health information consumers in finding and evaluating electronic health information; to assess their ability to discriminate between peer-reviewed scholarly resources and opinion pieces or sales pitches; and to examine the extent to which they are aware of their level of health information competency.
  • health information resources,
  • 55% of Americans with Internet access seek health information online
  • ...4 more annotations...
  • A sample of 400 college-age students was selected because this cohort is the first Information Age generation that has been exposed, for up to one-half of their lives, to the Internet.
  • How proficient are university students at searching for and evaluating health-related information? How well do they understand the difference between peer-reviewed scholarly resources and opinion pieces or sales pitches? How aware are they of their own level of health information competencies?
  • Today, health consumers are actively seeking information and using it to make health decisions
  • Individuals with less education and exposure to information-related activities are expected to have even lower health information competencies than our study participants
  • Debora Gomez on 01 Mar 12
     
    Develop health information competencies
Kristen Heusinger

Information Literacy - Home - 0 views

www.webs.uidaho.edu/info_literacy

ADE634 infolit

shared by Kristen Heusinger on 03 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 03 Feb 12
       
      Good definition of Information Literacy
  • Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
    • imelda Morales
      imelda Morales on 07 Feb 12
       
      IME MORALES ADE634
  • ...3 more annotations...
  • Information literacy is critically important because we are surrounded by a growing ocean of information in all formats.
  • Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
    • Kristen Heusinger
      Kristen Heusinger on 03 Mar 12
       
      Important because I am confused what it is
  • Kristen Heusinger on 03 Mar 12
     
    What is it?
Tania Hinojosa

Evaluating Information: An Information Literacy Challenge | American Association of Sch... - 1 views

www.ala.org/...vol2fitzgerald

evaluation information

shared by Tania Hinojosa on 27 Feb 12 - No Cached
  • The student who is information literate evaluates information critically and competently”
  • Definition of Evaluation
  • o evaluate is to judge the quality of an idea
  • ...61 more annotations...
  • critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
  • rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
  • a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
  • Evaluation is defined as the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc. It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying
  • two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
  • reader’s purpose
  • he cognitive strategies chosen and level of engagement depend largely upon this goa
  • At the end of an evaluative episode, a decision or judgment often occurs
  • lack of motivation may decrease evaluation accuracy.
  • that some people by nature are more likely to evaluate; that people criticize most ideas as a matter of course; and, conversely, that people must be selective about the ideas they choose to criticize. It seems most likely that the strength of critical disposition varies among individuals, but also that it varies within the same individual from situation to situation.
  • Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
  • feeling[s]” of “vague puzzlement”
  • Bloom’s Taxonomy
  • an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
  • logic and reasoning skills.
  • The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
  • “reflection”
  • Contextual Factors
  • The importance of context
  • Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
  • less time spent deliberating will lead to lower-quality decisions
  • Problem structure. An important aspect of the evaluation process is the type of problem involved
  • human beings are, in fact, more gullible than they are suspicious”
  • Processing depth
  • Summary of contextual factors
  • the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
  • Influences to Evaluation
  • found that individuals in their studies accepted misinformation without question. Students unsure of the correct answer on a true-false examination are more likely to mark a false item as true than they are to mark a true item as false
  • four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
  • The Development Continuum
  • he ability to evaluate increases with age
  • Education
  • school-aged children do not find inconsistencies well if they are not primed to seek them
  • Flavell postulates that a major difference between children and mature thinkers involves goals
  • . The research discussed in this section supports the conclusion that children are more vulnerable to evaluation problems than adults. Reasons for this vulnerability almost certainly include lack of education and prior knowledge and a natural tendency to believe what they see and what they are told by authority figures.
  • The Epistemology Continuum
  • Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
  • the beliefs that people hold about how we come to know what we know.
  • ssumptions when they assert that reflective judgment “cannot be applied if the individual fails to recognize that a problem exists and that this recognition itself is predicated on other assumptions about knowledge” (
  • “an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
  • The Affect Continuum
  • effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
  • es indicate that under tightly controlled, narrowly defined conditions, negative moods promote better reasoning than positive moods. Negative-mood subjects appear more careful and analytic (Bless and Fiedler 1995), more consistent (Fiedler 1988), and have better recal
  • n the other hand, happy-mood people do not differentiate well between strong and weak arguments
  • A person who is feeling happy will be more likely than at other times to reduce the load on working memory: to reduce the complexity of decision situations and the difficulty of tasks, by adopting the simplest strategy possible, considering the fewest number of alternatives possible, and doing little or no checking of information, hypotheses, and tentative conclus
  • wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
  • he Prior Knowledge Continuum
  • Students should be brought to the understanding that while it is impossible to have domain knowledge about all topics, it is important to build knowledge in selected areas to help with important decisions and projects.
  • Research projects should culminate in the production of different types of media.
  • There is no better way to practice evaluation than to perform research regularly and intensely.
  • f evidence
  • They should also switch sides and argue opposite positions
  • Ensure that cause is clear. Research shows that people evaluate more effectively if causes are revealed, where available (Anderson 1982). Students should practice formal argumentation, which involves the evaluation
  • In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
  • When a skill is introduced, or when students seem to be having inordinate difficulty, teachers and school library media specialists can reduce cognitive load by breaking the skill down into smaller parts (Markman 1981), and by beginning new skills in familiar contexts (Flavell 1981). For example, in distinguishing between fact and opinion, students can first seek cue words like “I think . . .” and “I feel .
  • It is not possible to evaluate all information. Teach students to respond to signals and doubts that occur as they read. Also, provide examples of specific situations that often involve misinformation, such as fake Web sites.
  • boratively implemented by both school library media specialists and teach
  • valuation strategies one or several at a time over a span of years. Evaluation is much too difficult a process to be taught in one unit. The library media specialist may be the only professional in the school who can assure that this ability is developed in all students over the course of their schooli
  • on evaluation is important to the individual, to the educational establishment, and to society. For individuals, evaluation is a crucial life skill and a basis for lifelong learning. It is required in decision making and imparts a feeling of self-esteem through control. Evaluation is important to the educational establishment, because critical thinking is arguably one of the most important of all educational outcomes for students (Engeldinger 1991). Finally, society must critically evaluate information to establish a public demand for high information quality.
  • Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
  • What role does the library media specialist play in this process? The purpose of this article is to describe some of the challenges of evaluating information and to propose answers to these questions.
  • Cynthia Castro on 27 Feb 12
     
    steps to critical thinking and evaluation
Kate Spilseth

Information Literacy and Lifelong Learning - 0 views

www.libraryinstruction.com/information-literacy.html

information literacy

shared by Kate Spilseth on 25 Feb 12 - Cached
  • SHIFTS IN TEACHING AND LEARNING In an information literate environment, students engage in active, self-directed learning activities, and teachers facilitate students' engagement through a more adventurous style of instructional delivery. Students involved in information literate activities:  --seek a rich range of information sources;  --communicate an understanding of content;  --pose questions about the content being learned;  --use the environment, people, and tools for learning;  --reflect on their own learning;  --assess their own learning; and  --take responsibility for their own learning. These students feel good about themselves as learners, and they leave school feeling passionate about some content.
  • tudents and teachers make decisions about appropriate sources of information and how to access them
  • Information literacy thrives in a resource-based learning environment. In such an environment, s
  • ...1 more annotation...
  • Information-literate citizens know how to use information to their best advantage at work and in everyday life.
  • Kate Spilseth on 25 Feb 12
     
    How to use information literacy to encourage life long learning
Debora Gomez

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. - 0 views

www.ericdigests.org/...skills.htm

infolit

shared by Debora Gomez on 01 Mar 12 - Cached
  • There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education?
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • ...15 more annotations...
  • Curriculum Based on the Big6 Skills Approach
  • Approach
  • Approach
  • technology
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • technology
  • Moving from teaching isolated tech
  • Moving from teaching isolated technology skills to an integrated approach
  • Moving from teaching isolated technology skills to an integrated approach
  • ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. Moving f
  • ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. Moving f
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Debora Gomez on 01 Mar 12
     
    Introduction to infolit & basis of Big 6
Tania Hinojosa

Information Literacy - 0 views

www.ri.net/...infolit.html

Information literacy

shared by Tania Hinojosa on 25 Feb 12 - Cached
  • In today’s technology-rich environment, physical access to information has never been easier. Intellectual access however, can be denied to the student who does not possess the cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating.
  • The accepted definition of literacy has evolved from being able to read and write to the expanded and more elaborate ability to address the practices and outcomes of education in the Information Age. Literacy is referred to in different terms: math literacy, reading literacy, media literacy, print literacy, visual literacy, cultural literacy, computer literacy. Each literacy prescribes a particular process by which that content area can be more easily negotiated. But there is one -- Information Literacy -- under which all the other literacies reside because it is a tool of empowerment. Students who possess information literacy have a heightened capacity for doing meaningful, relevant work. "Regardless of where information literacy skills are employed, they are applicable in any school, play, or work situation."
  • From linear to hypermedia learning - Students move back and forth between information sources in an interactive and non-sequential way. From direct instruction
  • ...4 more annotations...
  • to construction and discovery - Instead of absorbing knowledge as it’s delivered by a teacher, the student constructs new knowledge. He learns by doing.
  • From teacher-centered to learner-centered. - Focus is on the learner, not the delivery-person. Instead of transmitting information, the teacher now creates and structures what happens in the classroom.
  • From absorbing pre-selected facts to discovering relevant information - This demands higher-order thinking skills such as analysis and synthesis. From school-based to life-based learning - A learner’s knowledge base is constantly revised through life experiences, and schools can prepare students for this eventuality. From uniform instruction to customized learning - Students find personal paths to learning. From learning as torture to learning as fun - The student is motivated to learn, and feels more responsible for his progress. From teacher as transmitter to teacher as facilitator.
  • When technology is responsibly and effectively used in the classroom, students learn faster and in more depth.
  • Kate Spilseth on 25 Feb 12
     
    Learning how to use the information we find and how to apply this to education.
Kristen Heusinger

S.O.S. for Information Literacy - 0 views

www.informationliteracy.org

ADE634 infolit lessons

shared by Kristen Heusinger on 13 Feb 12 - Cached
  • S.O.S. for Information Literacy is a dynamic web-based multimedia resource that includes peer-reviewed lesson plans, handouts, presentations, videos and other resources to enhance the teaching of information literacy (K-16). Read a full description of the project. More information.
  • Kristen Heusinger on 13 Feb 12
     
    Interesting Lesson plans, teaching idea, builders for information literacy. Very interesting website for teaching information literacy skills!
  • Lisa Keeler on 25 Feb 12
     
    Great site!
  • Kate Spilseth on 25 Feb 12
     
    Information Literacy website for teachers
Michelle Munoz

Media and Information Literacy - 0 views

portal.unesco.org/...=DO_TOPIC&URL_SECTION=201.html

infolit

shared by Michelle Munoz on 25 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 25 Feb 12
       
      Powerful message and worth remembering
  • Empowerment of people through information and media literacy is an important prerequisite for fostering equitable access to information and knowledge, and building inclusive knowledge societies. Information and media literacy enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.
  • A particular focus will be on training teachers to sensitize them to the importance of information and media literacy in the education process, enable them to integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula.
Michelle Munoz

Information Literacy - 0 views

portal.unesco.org/...=DO_TOPIC&URL_SECTION=201.html

infolit

shared by Michelle Munoz on 04 Mar 12 - Cached
  • Information literacy enables people to interpret and make informed judgments as users of information sources, as well as to become producers of information in their own right.
  • Information literate people are able to
  • make critical decisions
  • ...1 more annotation...
  • information literacy requires users to have the skills to use information and communication technologies and their applications to access and create information.
Gretchen Dillon

Developing Research and Information Literacy - 1 views

www.readingrockets.org/...50315

#infolit

shared by Gretchen Dillon on 03 Mar 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 03 Mar 12
       
      a great article discussing information literacy with young readers
  • Research and information literacy is something students work on throughout their school career. It's a collection of skills that, when combined, means that a learner is able to find, understand, evaluate and use information. Interest in information literacy grew out of a need to create learners for the 21st century. Here you'll find information about two ways to begin to develop information literacy in your child.
  • Parents and teachers can help children develop research and information literacy by sharing their love of learning. Encourage their curiosity about the world and desire to find out more. At the same time, help them become wise consumers of the information they find. These are skills that will last a lifetime.
Kristen Heusinger

Information Literacy « LibraryNext - 1 views

librarynext.wordpress.com/...information-literacy

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - No Cached
  • Information literacy has been known by many different names: library orientation; bibliographic instruction; user education; information skills training.  Each has built on the other.  Library orientation concentrates on how to use a physical building and bibliographic instruction and user education on the mechanics of using particular resources.  Information skills training and finally information literacy concentrates on cognitive and transferable skills, such as problem solving, evaluation and communication skills.
  • Kristen Heusinger on 13 Feb 12
     
    I really like the visual on this page about what information literacy includes.
Kate Spilseth

Learning and Teaching Information Technology Computers Skills in Context - 0 views

www.libraryinstruction.com/info-tech.html

information literacy

shared by Kate Spilseth on 25 Feb 12 - Cached
  • There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. 
  • Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes. 
  • Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true "information technology literacy" because they have genuinely applied various information technology skills as part of the learning process. 
  • Kate Spilseth on 25 Feb 12
     
    How to appropriately use computer skills and integrate technology into education
Michelle Munoz

What Should Parents Know About Information Literacy? - 0 views

www.libraryinstruction.com/parents.html

infolit

shared by Michelle Munoz on 22 Feb 12 - Cached
  • Make informed decisions. Information literacy will help your children acquire relevant information and filter out biased or unreliable information
  •   Encourage, support, and guide your children in exploring their interests. Point them to various resources—such as printed materials, videos, and computers—that they can use to find out about the things that interest them and to communicate their ideas and feelings.
  • Use "The Big Six" to help your children with their homework. Help them (1) determine what is expected from their homework assignments, (2) identify the resources they will need to complete the tasks, (3) locate and access the needed resources, (4) read or use the available information, (5) apply the information to the tasks, and (6) evaluate the quality of their final product. In addition to helping your children master subject-area content, "The Big Six" helps them develop information problem-solving skills
Ruth Santiago

Transforming Information Literacy Programs | Information Literacy - Education | Scoop.it - 0 views

www.scoop.it/...-information-literacy-programs

education infolit ADE634

shared by Ruth Santiago on 16 Feb 12 - No Cached
    • Ruth Santiago
      Ruth Santiago on 16 Feb 12
       
      Highly useful presentation about Information Literacy that you can share with your students.
Kate Spilseth

Information Literacy and Teacher Education - 0 views

www.libraryinstruction.com/information-lit.html

information literacy teacher

shared by Kate Spilseth on 25 Feb 12 - Cached
  • 2). If teachers are to use information so that others can learn from them, then teachers must be information literate.
  • Kate Spilseth on 25 Feb 12
     
    Information Literacy for teachers
Lisa Keeler

Information Literacy Website - 0 views

www.informationliteracy.org.uk

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
  • IFLA: The Road to Information Literacy: Librarians as facilitators of learning – bookings now open February 23rd, 2012 by IL website administrator The Road to Information Literacy: Librarians as facilitators of learning Dates: 8-10 August 2012 Location: Tampere, Finland IFLA-satellite registration is now open: http://iflasatellitetampere2012.wordpress.com/ Sponsor: IFLA Continuing Professional Development and Workplace Learning Section and IFLA Information Literacy Section Contacts: Susan Schnuer, schnuer@illinois.edu ; Leena Toivonen, leena.t.toivonen@uta.fi Filed under: Conferences | Comment (0) Article tags: IFLA
  • Lisa Keeler on 25 Feb 12
     
    Interesting infolit event
Michelle Munoz

Student Information Literacy in the Mobile Environment (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225860

infolit

shared by Michelle Munoz on 04 Mar 12 - No Cached
  • Information literacy is further described as "the basis for lifelong learning."
  • information literate student "reads the text and selects main idea."
  • while students are interested in using their phones for academic purposes, they still require guidance from educators to choose the most appropriate mobile resource and to evaluate mobile websites and mobile apps.
  • ...4 more annotations...
  • Information literacy instructors should become familiar with new search methods (such as quick response codes) to help students use them effectively and efficiently.
  • Students should be encouraged to review a range of search results, particularly when searching for academic information.
  • nformation literacy instructors should help students understand how to evaluate information, especially when it is presented in a nontraditional form, such as a native app.
  • Students may need assistance from educators in applying information literacy skills they have learned while searching on a laptop or desktop to the mobile environment.
Isabel Fernandez

Neal-Schuman Publishers » NEW BOOK GIVES READERS THE TOOLS THEY NEED TO EVALU... - 0 views

neal-schuman.com/...rmation-through-a-digital-lens

ADE634 infolit

shared by Isabel Fernandez on 22 Feb 12 - No Cached
  • Literacy in the 21st century is worlds away from past processes of defining and interpreting information. The new age of digital technology is redefining the ways we find, evaluate and process concepts. Information literacy—how we identify, locate, and evaluate information—is a crucial skill in all disciplines and levels of education.
  • Isabel Fernandez on 22 Feb 12
     
    Summary of a book that gives tools on how to evaluate and understand information through a digital lens
Kristen Heusinger

Information Literacy: Building Blocks of Research: Overview - 0 views

www.noodletools.com/...infolit1.html

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - Cached
  • Information Literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes.
  • Kristen Heusinger on 13 Feb 12
     
    Building blocks of how information literacy is defined and put into place
  • Mariana Rendon on 25 Feb 12
     
    Resources for teachers available...
Matthew Schendel

Understanding Information Literacy - 0 views

www.libraryinstruction.com/infolit.html

information_literacy education technology

shared by Matthew Schendel on 20 Feb 12 - Cached
  • What is Information Literacy?
  • Information literacy is not the same as computer literacy (
  • Anamaria Recio on 20 Feb 12
     
    gives a basic overview of what information literacy is and how we can use it in the workplace
  • Matthew Schendel on 21 Feb 12
     
    Understanding Information Literacy 
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