The recently adopted ACRL Framework for Information Literacy for Higher Education has generated much critique and discussion, including many important reflections on the nature of information literacy and librarianship itself. This article provides a brief consideration of some of these responses and as well a critique of the Framework from the perspective of critical information literacy. It argues that although the Framework demonstrably opens up possibilities for an information literacy instruction that encourages students to question the power structures and relations that shape information production and consumption, it nonetheless rests on a theoretical foundation at odds with that goal. It urges librarians to embrace the Framework yet also resist it, in the tradition of critical librarians who have practiced resistance to the instrumentalization of the library for neoliberal ends.
A Progress Report on Information Literacy: Final Report No other change in American society has offered greater challenges than the emergence of the Information Age. Information is expanding at an unprecedented rate, and enormously rapid strides are being made in the technology for storing, organizing, and accessing the Critical thinking information literacy growing tidal wave of information.
Yet in an information society all people should have the right to information which can enhance their lives. Out of the super-abundance of available information, people need to be able to obtain specific information to meet a wide range of personal and business needs.
These needs are largely driven either by the desire for personal growth and advancement or by the rapidly changing social, political, and economic environments of American society. What is true today is often outdated tomorrow.
A good job today may be obsolete next year. To promote economic independence and quality of existence, there is a lifelong need for being informed and up-to-date. How our country deals with the realities of the Information Age will have enormous impact on our democratic way of life and on our nation's ability to compete internationally.
Within America's information society, there also exists the potential of addressing many long-standing social and economic inequities.
To reap such benefits, peopleas individuals and as a nationmust be information literate. To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.
Producing such a citizenry will require that schools and colleges appreciate and integrate the concept of information literacy into their learning programs and that they play a leadership role in equipping individuals and institutions to take advantage of the opportunities inherent within the information society.
Ultimately, information literate people are those who have learned how to learn.
They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.
The Importance of Information Literacy to Individuals, Business, and Citizenship In Individuals' Lives Americans have traditionally valued quality of life and the pursuit of happiness; however, these goals are increasingly difficult to achieve because of the complexities of life in today's information and technology dependent society.
The cultural and educational opportunities available in an average community, for example, are often missed by people who lack the ability to keep informed of such activities, and lives of information illiterates are more likely than others to be narrowly focused on second-hand experiences of life through television.
On the other hand, life is more interesting when one knows what is going on, what opportunities exist, and where alternatives to current practices can be discovered. On a daily basis, problems are more difficult to solve when people lack access to meaningful information vital to good decision making.
Many people are vulnerable to poorly informed people or opportunists when selecting nursing care for a parent or facing a major expense such as purchasing, financing, or insuring a new home or car.
Other information-dependent decisions can affect one's entire lifetime. For example, what information do young people have available to them when they consider which college to attend or whether to become sexually active? Even in areas where one can achieve an expertise, constantly changing and expanding information bases necessitate an ongoing struggle for individuals to keep up-to-date and in control of their daily information environment as well as with information from other fields which can affect the outcomes of their decisions.
In an attempt to reduce information to easily manageable segments, most people have become dependent on others for their information. Information prepackaging in schools and through broadcast and print news media, in fact, encourages people to accept the opinions of others without much thought.
When opinions are biased, negative, or inadequate for the needs at hand, many people are left helpless to improve the situation confronting them.
Imagine, for example, a family which is being evicted by a landlord who claims he is within his legal rights. Usually they will have to accept the landlord's "expert" opinion, because they do not know how to seek information to confirm or disprove his claim. Information literacy, therefore, is a means of personal empowerment.
It allows people to verify or refute expert opinion and to become independent seekers of truth. It provides them with the ability to build their own arguments and to experience the excitement of the search for knowledge. It not only prepares them for lifelong learning; but, by experiencing the excitement of their own successful quests for knowledge, it also creates in young people the motivation for pursuing learning throughout their lives.
Moreover, the process of searching and interacting with the ideas and values of their own and others' cultures deepens people's capacities to understand and position themselves within larger communities of time and place.
By drawing on the arts, history, and literature of previous generations, individuals and communities can affirm the best in their cultures and determine future goals. It is unfortunate that the very people who most need the empowerment inherent in being information literate are the least likely to have learning experiences which will promote these abilities.
Minority and at-risk students, illiterate adults, people with English as a second language, and economically disadvantaged people are among those most likely to lack access to the information that can improve their situations. Most are not even aware of the potential help that is available to them.
Libraries, which provide the best access point to information for most U. Secretary of Education Terrell Bell once wrote, "There is a danger of a new elite developing in our country:Students use critical literacy skills to understand the concept of perspective and to then create a diary for an animal they research with a partner.
Welcome to Historical Thinking Matters, a website focused on key topics in U.S.
history, that is designed to teach students how to critically read primary sources and how to critique and construct historical r-bridal.com how to use this site..
Student Investigations. Four investigations of central topics from post-civil war U.S. history, with activities that foster historical thinking and. Media literacy educator Nick Pernisco’s new book, Practical Media Literacy: An essential guide to the critical thinking skills for our digital world, is the perfect introduction to media literacy for young adults, teachers, and r-bridal.comco has distilled his years of teaching experience into a practical guide for learning the most crucial skills needed to be a digital citizen in the 21st.
One of the most important information literacy skills for students is learning how to critically evaluate information found on the Web. This page includes forms for teaching the process, articles for learning about the aspect of literacy, and a list of bogus sites to use .
Besides considering the truth of the premises, any evaluation of an analogical argument must weigh the strength of the comparison. This is done by considering the possibility of a false or faulty r-bridal.com can also show them unsound by using a reductio ad absurdum.
In Brief: The recently adopted ACRL Framework for Information Literacy for Higher Education has generated much critique and discussion, including many important reflections on the nature of information literacy and librarianship r-bridal.com article provides a brief consideration of some of these responses and as well a critique of the Framework from the perspective of critical information.