Reconsidering Information Literacy in the 21st Century: The Redesign of an Information Literacy Class

2012 ◽  
Vol 40 (3) ◽  
pp. 287-300 ◽  
Author(s):  
Mark F. McBride
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Literacy Class

scholarly journals Information literacy as an important competency for the 21st century: conceptual approaches

1970 ◽  
Vol 1 (2) ◽  
pp. 15-29
Author(s):  
Sirje Virkus
Keyword(s):  
Information Literacy ◽  
21St Century

This paper considers information literacy as an important competency for the 21st century.DOI: http://dx.doi.org/10.3329/jbayr.v1i2.10028

Teaching Media and Information Literacy in the 21st Century

2018 ◽  
pp. 2292-2302
Author(s):  
Sarah Gretter ◽  
Aman Yadav
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Digital Culture ◽  
Human Communication ◽  
Daily Lives ◽  
History Of

In our hyper-connected era, individuals are constantly exposed to images and information that shape our digital culture. Possessing the competencies to understand how information is conveyed in our daily lives can therefore empower citizens to recognize its functions and effects on human communication. This chapter looks at the importance of Media & Information Literacy for individuals in the 21st century. It provides a brief history of the concept, as well as a detailed exploration of the competencies that compose it. It also refers to the role that educators play in its instruction and concludes with recommendations for teachers to start embedding MIL principles in their teaching.

scholarly journals 21st Century Workforce Initiatives: Implications for Information Literacy Instruction in Academic Libraries

2017 ◽  
Vol 34 (2) ◽  
pp. 15 ◽  
Author(s):  
Laura L. Leavitt
Keyword(s):  
Critical Thinking ◽  
Organizational Behavior ◽  
Educational Reform ◽  
Information Literacy ◽  
21St Century ◽  
Literacy Instruction ◽  
Graduate Level ◽  
Reform Initiatives ◽  
Current Information ◽  
Selection Of

The discussion that follows is designed to expose the reader to a selection of educational reform initiatives that fall under the “21st Century Workforce” umbrella. The aims of these initiatives are quite harmonious with the overarching goals of librarianship and the opportunities for librarians to become involved and to demonstrate leadership in this arena are plentiful. The author’s efforts to incorporate information literacy principles and to encourage critical thinking in a graduate level organizational behavior class – in light of these initiatives and in response to employer feedback – are also discussed. It is hoped that the followinginformation will inspire librarians to explore the initiatives further and to re-examine current information literacy and instruction efforts within this larger framework.

scholarly journals Shaking up story time

2019 ◽  
Vol 13 (1) ◽  
pp. 3
Author(s):  
Bartlomiej A. Lenart ◽  
Carla J. Lewis
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
School Library ◽  
School Libraries ◽  
School Systems ◽  
Philosophy For Children ◽  
Story Time ◽  
Library Programming ◽  
Potential Benefits ◽  
The Ideal

While the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance story-telling), but it might also help reinvigorate a well-established feature of library programming with an aim to develop 21st-century information literacy competencies. This paper examines the case for the P4C method, explains the process of integration of the P4C method with traditional story-time, and highlights the potential benefits of incorporating Philosophy for Children in public and school library programming.

scholarly journals Information Literacy through Guided Inquiry: Preparing Students for the 21st Century

2021 ◽  
Author(s):  
Carol C. Kuhlthau
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
School Library ◽  
Research Process ◽  
School Libraries ◽  
Independent Learning ◽  
Guided Inquiry ◽  
School Librarians ◽  
University Center ◽  
The Impact

Across the globe, school libraries play an essential role in preparing students for living and working in the 21st century through information literacy. The Rutgers University Center for International Scholarship in School Libraries (CISSL) promotes this initiative in information literacy through research on the impact of school libraries on student learning, research symposia for international scholars, and training institutes for school librarians and teachers. Our research shows that guided inquiry is a dynamic, innovative way of developing information literacy through the school library. Guided inquiry is carefully planned, closely supervised, targeted intervention of an instructional team of school librarians and teachers that leads students through the research process toward independent learning. Guided inquiry develops research skills and subject knowledge as well as fostering cooperative learning, motivation, reading comprehension, language development and social skills that underlie competency for our young people in the 21st century.

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