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About ACRL Advocacy & Issues Awards & Scholarships Conferences & Continuing Education Consulting Services Get Involved with ACRL Guidelines & Standards Membership News & Press Center Online Learning Professional Tools Publications Working with ACRL Share this page: Share on Facebook Share on Twitter Share on StumbleUpon Share on Reddit Share on Digg Share on LinkedIn Share on FriendFeed More Options  Send via email  Print  Cite Information Literacy Competency Standards for Higher Education These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). A  PDF of this document is available. Print copies may be purchased from the Association of College and Research Libraries for $25.00 for a package of 25, including standard postage. Expedited shipping is available for an additional charge. Orders (along with check or money order made payable to Association of College and Research Libraries) should be sent to:

Information

nformation Literacy and Information Technology

231. Academic JournalEmergent Media Literacy: Digital Animation in Early Childhood. By: Marsh, Jackie. Language & Education: An International Journal. 2006, Vol. 20 Issue 6, p493-506. 14p. Abstract: This paper outlines a research project in which three- and four-year-old children in one nursery engaged with editing software to create short animated films. Research questions were related to the knowledge and understanding of multimodal texts that the children developed in the activity, the skills they demonstrated in undertaking the animation work and the implications for curriculum development. Qualitative data were collected over the period of an academic year as children were observed (using fieldnotes and video camera) planning and producing the films. This paper analyses some of the knowledge and understanding of multimodal texts developed throughout the project and suggests that early childhood educators need to understand the nature of new authorial practices if they are to provide appropriate scaffolding for children's learning in the new media age. [ABSTRACT FROM AUTHOR] (AN: 23608252)Subjects: ELEMENTARY education -- Research; EARLY childhood education; PROJECT method in teaching; MEDIA literacy; SCAFFOLDING (Teaching method); STUDENT-centered learningDatabase: Education Research Complete

Television Teaching: Parody, The Simpsons , and Media Literacy Education. By: Gray, Jonathan. Critical Studies in Media Communication. Aug2005, Vol. 22 Issue 3, p223-238. 16p. Abstract: This paper examines televisual parody as a media literacy educator, and the potential of parody to channel the powers of comedy and entertainment in order to “teach” the techniques and rhetoric of televisual texts and genres. It focuses on the case of the hugely successful and popular animated parodic sitcom, The Simpsons , and its playful attack on advertising and promotional culture. Currently in its 16th season, The Simpsons broadcasts to approximately 60 million viewers in 70 countries weekly, offering a playful critique of television from within the television frame. [ABSTRACT FROM AUTHOR] DOI: 10.1080/07393180500201652. (AN: 18144434)Subjects: MEDIA literacy; MASS media; Television Broadcasting; SOCIAL aspects; TELEVISION programs; TELEVISION broadcasting -- Social aspects; SIMPSONS, The (TV program)Database: Education Research Complete

35. Academic JournalTeaching and Reading the Millennial Generation Through Media Literacy. By: Considine, David; Horton, Julie; Moorman, Gary. Journal of Adolescent & Adult Literacy. Mar2009, Vol. 52 Issue 6, p471-481. 11p. 1 Chart. Abstract: The article discusses how teachers can integrate media literacy practices adopted by students into literacy education curricula. The authors note how the spread of digital technology has affected millenials, youth who have been raised amidst and influenced by information communication technology (ICT), and discuss criticism of academic achievement by students in the 21st century. They suggest restriction of Internet activities in schools decreases student interest, engagement and motivation and recommend schools integrate Internet and multimedia texts into curricula. The Text, Audience and Production (TAP) model for media literacy is presented as a way to help students comprehend and evaluate media texts. A multimedia lesson on the ocean liner Titanic is presented as an example. (AN: 37012193)Subjects: MEDIA literacy; LITERACY; MASS media & education; CURRICULUM planning; ACADEMIC achievement; STUDENT interests; INTERNET in education; MOTIVATION in education; STUDY & teaching; INFORMATION & communication technologies; DIGITAL technology; MASS media & youth; ENGAGEMENT (Philosophy)Database: Education Research Complete

37. Academic JournalMedia Literacy Education in the Social Studies: Teacher Perceptions and Curricular Challenges. By: Stein, Laura; Prewett, Anita. Teacher Education Quarterly. Winter2009, Vol. 36 Issue 1, p131-148. 18p. 7 Charts. Abstract: The article focuses on the familiarity of social studies teachers with media literacy education in the classroom, their perceptions about the role of media literacy in the curriculum, and the implications of these perspectives for curriculum development and training in the U.S. The author explains that media literacy education is relevant to the social studies for multiple reasons such as imparting fiction and nonfiction narratives about people, places and events. He also points out that youths' knowledge of world events and cultures comes from media representations. In the U.S., more than thirty states include media literacy education components in their education principles for social studies courses, including history, economics, geography, and civics. (AN: 43802512)Subjects: MEDIA literacy; SOCIAL sciences -- Study & teaching; CURRICULA (Courses of study); INFORMATION literacy; MASS media; EDUCATION; INFORMATION resources; SOCIAL science teachers; UNITED StatesDatabase: Education Research Complete

1. Academic JournalTEACHING MEDIA AND INFORMATION LITERACY TO POSTGRADUATE RESEARCHERS. By: Whitworth, Andrew; Steve McIndoe; Clare Whitworth. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences. Feb2011, Vol. 10 Issue 1, p35-42. 8p. Abstract: This paper reports on a project funded by the HEA-ICS, which sought to create an open educational resource to help develop media and information literacy skills in postgraduate research students. The resource uses a distinctive and holistic approach to the teaching of these subjects, which brings together Bruce et al's 'Six Frames of Information Literacy' model (2007), Egan's division of literacy into conventional, emergent and comprehensive (1990), and Whitworth's objective, subjective and intersubjective domains of value (2009b). The paper describes the structure and methods of the course, and some results from the summer 2010 evaluation of the draft version. It explains how this evaluation has resulted in the final version of the materials which are in place on http://madigitaltechnologies.wordpress.com/infoliteracy. [ABSTRACT FROM AUTHOR] (AN: 66717658)Subjects: MEDIA literacy; INFORMATION literacy; OPEN plan schools; TEACHING; GRADUATE studentsDatabase: Education Research Complete

Q: What is the Definition of Literacy? A: Literacy can be defined as being able to read and write or the ability to use language in a proficient manner. Literacy is also defined as having knowledge in a... Read More » Source: answers.ask.com Q: Why is Information Literacy Important? A: Information literacy is important because it means one knows how to find information. I've heard it said that the smartest people are not those who know everyth... Read More » Source: answers.ask.com Q: What is Information Literacy? A: Information literacy is the ability to find, learn and use information. It doesn't rely on what you can remember but what you can locate and use. The process of... Read More » Source: answers.ask.com

Media

is the process of teaching and learning about media.[1] It is about developing young people's critical and creative abilities when it comes to the media.