1. Introduction
A lot of emphasis is being laid on Information Literacy (IL), Information Literacy programs emerging technologies. There is a great need for students, professors, lecturers, people in managerial posts, organisations etc to know what information literacy is all about and to be able to use information in the most ethical and acceptable manner. It is despicable that there are lots of graduates out there who do not know the importance of information literacy or who do not know the right way to handle information.
The importance of information literacy can not be underrated because if IL was not important, many schools, organisations and associations will not promote it. The American Library Association has brought forth characteristics of programs of information literacy that illustrate best practices. Also the Association of College and Research Libraries has brought about Information Literacy Competency Standards for Higher Education in a bid to enhance information literacy.
There are all sorts of technologies in the twenty first century. A huge number of them do exist and schools are integrating some in their curriculum, even though not all can be incorporated. But we should know that as exciting as all these technologies may seem, they will have no meaning if we can not use them effectively and efficiently to enhance and promote higher learning. Thus we should understand that it is not all about technologies but it is more about content and information and on how these technologies enhance information literacy, information fluency, critical thinking, technology literacy and life long learning.
The essay below depicts on what information literacy is all about. It will also brings forth the notion of information literacy and emerging technologies and then portray how information literacy should be taught in higher education- emphasis laid to emerging technologies.
2. Definition and explanation of Terms
2.1 Information Literacy (IL)
Various definitions have been given for information literacy, but two of these will be given below:
The Association of Colleges and Research Libraries (ACRL) define Information Literacy as "the set of skills needed to find, retrieve, analyze, and use information. The importance of IL is not a new issue. Students especially, need information literacy, technology literacy, and critical thinking skills to become independent and lifelong learners. Thus an information literate individual should be able to:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.
Information Literacy also known by some as Information Fluency is defined by the University of Central Florida (UCF) as “the ability to perform effectively in an information-rich and technology-intensive environment.” That is: information fluency is the ability to gather, evaluate, and use information in ethical and legal ways. According to them, Information fluency encompasses and integrates three important skills: information literacy, technology literacy, and critical thinking. The ability to communicate information in appropriate and effective ways is another crucial part of IF.
2.2 Information Literacy and Information Technology
The Information Technology Association of America (ITAA) defines Information technology as the "the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware." Encompassing the computer and information systems industries, information technology is the capability to electronically input, process, store, output, transmit, and receive data and information, including text, graphics, sound, and video, as well as the ability to control machines of all kinds electronically. Information technology is comprised of computers, networks, satellite communications, robotics, videotext, cable television, electronic mail ("e-mail"), electronic games, and automated office equipment.
According ACRL Information technology skills enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals.
As such it can be deduced that information technology has a lot to do with Information literacy as the various technologies enable the individual to acquire the necessary skills that will guide them through information literacy.
2.3. Web 2.0/ Library 2.0
The concept of emerging technologies can not be looked into without the mentioning of Web 2.0/library 2.0
The term web 2.0 was brought about by Tim O’Reilly and it is the second generation of web based services and tools which make content creation on the web easier and more accessible to a wide variety of users. It is the evolution of the internet from a static place, where information is simply made available, to a collaborative space where information is created, published and distributed online. (Kate Watson and Chelsea Harper Australian Library and Information Association)
Library 2.0 on the other hand is defined by Darlene Fichter from the University of Saskatchewan Canada 2006, as (books 'n stuff + people + radical trust) x participation. What Flitcher is saying is that for information to be fluent then people should be given a chance to communicate and interact with the libraries, they should be trusted to do well.
A lot of processes have been made easier with library 2.0 make
recommendations in library catalogues
tagging of books in catalogues
subscribe to RSS feed notifying patrons of new books
library news using blogs format
library patrons add, edit content to subject guide wikis on library we
IM at reference desk
download of music, books onto I pods
offering podcast of events through library website
Whereas Library 1.0 offers a one-directional service that takes people to the information, Library 2.0 takes information to the people as it has brought library services to the internet making users more involved through user participation. Library 2.0 has benefited from the services of web 2.0 as people can view online, borrow locally, request from afar and buy or sell as appropriate to their needs and circumstance.
2.4. Information Literacy and Higher Education
It is the Higher education that is involved in training people to become life long learners and so Information literacy programs should be incorporated in the curriculum. They should be able to educate students to be critical thinkers and to be able to evaluate and analyse information and use it effectively.
Thus, ACRL is aimed at making sure that higher education institutions make it a goal to develop life long learners through the integration of information literacy in higher education.
Emerging technology literacy: the ability to ongoingly adapt, to understand, evaluate the emerging information technology not to be a prisoner of prior tools of resources.
Critical literacy: the ability to evaluate critically the human, intellectual and social strengths, limits, benefits and costs of IT.
Research literacy: the ability and understanding to use the IT-based tools relevant to the modern research work.
Though by the time this article was written only few of the abundant technologies we have at the moment existed, the definition of the terms are quite clear and will give us the basic knowledge on a variety of ways of being information literate. For example, emerging technology literacy means not being a prisoner to the emerging tools but being able to continuously adapt, evaluate and understand these technologies and their usefulness in education.
3. How can Information Literacy (IL) be taught with the emerging technologies in Higher Education
After looking at the above definitions and explanations, it is good to examine how information literacy should be taught especially with the emerging changes in technology.
It is without any doubts that the emerging technologies have restructured the nature of education. Education has become more collaborative and we have creative learning environments. Those who are using these new technologies will tell you how fun and exciting education has become, with the learners searching for more creative ways to practice and enhance knowledge. Also, the emerging technologies are redefining teaching methods and different ways to search for information. Educators are no longer involved in the one way process of pouring information but they have become more of guides and facilitators.
There are various ways by which information literacy can be taught even though it might be difficult to follow a standard procedure especially with the different and emerging technologies.
Firstly we look at the Characteristics of Programs of Information Literacy That Illustrate Best Practices, then, proceed briefly to view the information literacy competency standards for higher education. We will then take a detail analysis at the International Society for Technology in Education’s educational Technology Standards for students (2007) and The ISTE National Educational Technology Standards and Performance Indicators for Teachers (2008), given that the topic of concern here is on emerging technologies and information literacy in higher education. We can not just end here but will briefly examine other vital factors that will enhance and improve on information literacy in higher education. These are; the Digital Information Fluency Model (DIF), Information Literacy Model by SCONUL, the Big 6 model by Eisenberg& Berkowitz 2000 and the Kuhlthau Model by Carol Collier Kuhlthau. There are still other models (http://ictnz.com/infolitmodels.htm) and standards not examined here that will guide information literacy programs in consideration to the emerging technologies.
3.1 Characteristics of Programs of Information Literacy That Illustrate Best Practices
To be able to understand better how information literacy can be taught, let us examine briefly the Characteristics of Programs of Information Literacy That Illustrate Best Practices. These characteristics were approved by the ACRL Board in June 2003. The raison d’etre of these characteristics is to guide and direct the people involved in assessing information literacy programs. These characteristics can be applied when establishing, developing, advancing, revitalizing, or assessing an information literacy program. They may also be useful for benchmarking program status, improvement, and long-term development. The good point here is that they can be used by all: faculty, librarians, administrators, and technology professionals, as well as others involved in information literacy programming at a particular institution. If these characteristics are put into consideration, it will become easier for information literacy to be taught in higher education. These characteristics shall be discussed briefly below to give us a glimpse of what they are all about.
The first category of these characteristics is mission. In order to effectively meet up with the emerging changes in higher education, schools should have a mission. That is a mission statement for an information literacy program whereby the audiences will be clarified of what information literacy is and they should make sure that they follow the information literacy standards for higher education. The mission should bring about a need for life long learning.
The second category is goals and objectives. The goals and objectives for teaching information literacy especially with the emerging changes in technology should be consistent with the mission. They should be evaluated periodically to meet up with any changes and they should be aimed at making higher education more lucrative and creating life long learners
The third category is planning. For information literacy programs to be taught better there should be a plan. This plan will anticipate and address current and future opportunities and challenges. It is clear that without planning there is high probability of failure. Planning is just another step to put the information literacy program in order and to ensure flexibility.
Category four is about administrative and institutional support. This means that institutions should be able to promote and fund information literacy programs to employ the best staff to promote and teach information literacy as well as there should be more professional development opportunities for librarians, faculty, staff and administrators.
Category five is articulation with the curriculum. Meaning that information literacy should be well communicated and that students should be involved and developed to become fluent and information literate.
The sixth category is collaboration. The various faculties, libraries institutions, teachers and staff of information literacy should work together they should collaborate. Collaboration has been made a lot easier by the web 2.0 tools like wikis, facebook, RSS feeds, and blogs. They should incorporate all these as they disseminate information literacy programs.
The next category is Pedagogy. Diverse approaches should be integrated into teaching. That is why students are being encouraged to use the emerging web 2.0 tools to enhance and better their knowledge on information literacy. They should create blogs and use facebook applications and other technological tools as they traverse through their student life. These technologies should be used in great depth to enhance learning.
The eighth Category is staffing. It is very pertinent to have the appropriate staff to guide in information literacy programs. This include librarians disciplinary faculty, administrators, program coordinators, graphic designers, teaching/learning specialists and many others They should be able to integrate the right technologies in the different disciplines to promote information literacy.
The ninth category is outreach. They should be able to reach out to the people and make them aware of information literacy. Different disciplines need information literacy; medicine social science, law, economics banking, finance etc. They should be able to market information literacy. They should make it a responsibility for all, not just limited to librarians.
The last and tenth category is assessment/evaluation. It is without any doubts that we are aware of the importance of an evaluation. Periodic evaluation is necessary to ensure that the program is moving effectively and efficiently and to make sure that the goals and mission of the program is achieved. If evaluation is not done they will not be able to determine the pitfalls and drawbacks and they will not be able to bring about innovation. Staff and students should be evaluated as well as the program. Evaluation will make it easier to be aware and to familiarize students and teachers to the new technologies and to use them effectively in the different disciplines.
3.2 Information Literacy Competency Standards for Higher Education
These standards were introduced by the Association of College & Research Libraries (ACRL), and were approved by the Board of Directors of the Association of College and Research Libraries on January 18, 2000. Endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). They are as follows:
Standard One
The information literate student determines the nature and extent of the information needed.
Standard Two
The information literate student accesses needed information effectively and efficiently.
Standard Three
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Standard Four
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Standard Five
The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
The above standards are well analyzed by ACRL with the performance indicators and outcomes. Though, they have not been outlined in detail here, it should be noted that they are exceedingly significant and a guide on how information literacy programs should be carried. They are very vital because they act as a directive to the students as they seek to become life long learners. They also provide students with a framework for gaining control over how they interact with information in their environment. They help to sensitize them on the need to develop a meta-cognitive approach to learning, making them conscious of the explicit actions required for gathering, analyzing, and using information.
3.3 The International Society for Technology in Education Standards.
The International Society for Technology in Education (ISTE) is the largest teacher-based, nonprofit organization in the field of educational technology. It provides leadership and service to improve teaching and learning by advancing the effective use of technology in education. ISTE have brought about standards since 1998 that have served to improve teaching and learning by educators. ISTE standards for students, teachers, and administrators help to measure proficiency and set aspirational goals for the knowledge, skills, and attitudes needed to succeed in today’s Digital Age.
The standards for students and teachers shall be examined in detail because they will be guide on how information literacy should be taught especially with the emerging technologies.
3.4 International Society for Technology in Education’s educational Technology Standards for students (NETS.S)
These standards were revised in 2007 and are very important especially as they give us an in-depth face on educational technology standards. They should as such be put into consideration especially as we are looking at the emerging technologies and their impact on information literacy.
The first standard is Creativity and Innovation which explains on how Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.
The second standard is Communication and Collaboration, whereby, students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.”
The third standard is Research and Information Fluency. Here, students apply digital tools to gather, evaluate, and use information. Students:
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. Process data and report results.
The forth standard is Digital Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. Identify and define authentic problems and significant questions for investigation.
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
d. Use multiple processes and diverse perspectives to explore alternative solutions.
The fifth standard is Digital Citizenship. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.
The last and sixth is Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new technologies.
3.5. The ISTE National Educational Technology Standards (NETS.T) and Performance Indicators for Teachers (2008)
In order for teachers to be able to produce more effective students and in order for learning to be improved upon these standards and performance indicators should be considered and put into use by the teachers.
Firstly, they should Facilitate and Inspire Student Learning and Creativity.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Secondly, Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Thirdly, they should Model Digital-Age Work and Learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
Also, they should Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
And finally, they should Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
4. How then can the above standards (NETS.S and NETS.T) be utilized effectively in Higher Education.
For the above two standards and performance indicators (NETS.S and NETS.T) to be effective, the following can be done:
Firstly, in order for students to be creative and to generate new ideas as they learn, and in order that teachers can coach and assist students to liaison with the emerging technologies as they are guided to be information literate, they should be encouraged to use some of the web 2.0 tools (Weblog, facebook, Podcasting, Qwizdom, Digital Storytelling, Smartboards, Google Tools, YouTube, delicious, Flickr) as they traverse through their course.
The first two standards of NETS.S call for creativity and innovation as well as
communication and collaboration, and the first two standards of NETS.S call on teachers to facilitate and inspire student learning and creativity and to design and develop digital-age learning experiences and assessments. How well can this be achieved if students are not making great use of web 2.0 tools which are the emerging technologies. Thus, students’ involvement and use of blogs, facebook, YouTube, delicious, Flickr will be the best way of keeping them up to date with the emerging technologies and making it easier for to improve on their knowledge and creativity. And it will also be an effective way for teachers to assist and assess their students as they help them to be efficient and life long learners.
4.1. Emerging technological tools/Web 2.0 Tools
Blogging for example will improve on students’ creativity and knowledge. Blogs are online diaries or journals created by individuals or companies and stored on the Internet They are a powerful communication and publishing tool, create engagement and are sources of niche information. Blogs can help to develop writing skills, encourage community and reflection, and thereby assist deep learning.
With the support of academic staff they could be used in our teaching, with student content being collected into the teacher’s aggregator. Students doing major pieces of research could be encouraged to keep blogs as a way of recording progress, managing their time and reflection.
Facebook: The facebook application is widely used today and many students collaborate and network through facebook. Libraries are using it as a primary function to provide a means of searching the library's catalog from a Facebook profile. Most library applications are simple catalog search applications. Facebook has indeed become a better medium for schools to communicate, network and collaborate, with their students especially as thousands of people are using it.
Podcasting is a syndicated audio content in a multimedia file meant for a play device like Ipod or personal computers. It can be delivered online by using RSS feeds and easily shared with others. You can subscribe to a podcast in same way as you subscribe to an email newsletter. Podcasting promotes IL in that it can be used for:
Training: Instructional informational materials.
Story telling: for children or visually impaired.
Self-Guided Walking Tours: Informational content.
Talk Shows - Industry or organizational news, investor news, sportscasts, news coverage and commentaries.
Slideshare is a way of how to use web 2.0 to share information to the audience. This incorporates Microsoft PowerPoint and makes it easier for the users to share and receive information or ideas and thoughts from one another. (http://www.slideshare.net/)
Tagging is also one of the recent technologies, this is a way of organizing digital material your own way instead of relying on pre-existing formats. Tagging is personal a phenomenon which assist institutions and individuals with resource management tasks. Its importance in IL is seen as it makes it easy to organise information for all users of a site, encourages sharing and collaboration. Some of the possible ways of tagging are:
i. Delicious provides a means for tagging Web bookmarks and is known as the biggest collection of bookmarks. It is because of this that the University of Malaya is also using delicious. This will enable them to be current with the technologies. They use delicious for some of the university of Malaya’s library bookmarks.( http://delicious.com/mahbobyusof)
ii. LibraryThing is an application of tagging to personal book collections. It can pull bibliographic information from the Library of Congress or amazon.com, saving users the time of entering this information manually.
iii. Flickr is a site for sharing and tagging photographs. The University of Malaya for example is also using Flickr for archives. (http://www.flickr.com/photos/umlibrary)
iv. Mashups: are websites or web applications which combine content from more than one source e.g. Google Maps Mashups
v. Connotea is a tagging site intended for “researchers and clinicians” to “keep links to the articles you read and the websites you use, and a place to find them again.” It is a way for scientists to organize scholarly reference lists. (http://techessence.info/tagging). This will be a very good way for scientists to be able to collaborate and share information as they bring forward queries and new ideas.
vi. RSS feeds: give us the ability to subscribe to services, and link to other users. It can be used in the library for exam to notify patrons of new books.
MySpace is also one of the tools. It has a blog as a standard feature on profile pages, which many libraries use to keep their patrons up-to-date on library events. Most libraries also provide links to key resources such as article databases and reference guides on the profile page. Though it has not encouraged third-party development in the way that Facebook and Google have, a large number of libraries have built profile pages in MySpace to integrate themselves into their patrons’ social networking. Some or most of the libraries on MySpace are; University of Central Florida -www.myspace.com/ucfaskalibrarian and University of Kentucky.
This paragraph explains on how libraries are trying respond to their user’s values (immediacy, interactivity, personalization, and mobility) in the most efficient way. They would have to do the following:
Immediacy: they can use instant messaging and RSS feeds to get to the users fast.
Interactivity: Instant Messaging, chats delicious, web log, wikis, facebook, RSS feeds are a better means of interactivity.
Personalization: libraries should allow users to personalize their libraries. Wikis and facebook are an example but they should be careful of hate speeches and should have controlled access)
Mobility: whereby library resources are made available from anywhere through the above applications especially as they are connected
The above technologies and many other recent tools (Weblog, facebook, Podcasting, Qwizdom, Digital Storytelling, Smartboards, Google Tools,YouTube, delicious, Flickr) are not only very popular today but have helped to promote and enhance information literacy in higher education.
The third standard of NETS.S calls for Research and Information Fluency, the forth critical thinking, problem solving, and decision making, the fifth digital citizenship and the forth standard of NETS.T calls on teachers to Promote and Model Digital Citizenship and Responsibility. This means that students should be encouraged to involve in research and to be information fluent especially as they implore critical thinking skills to plan and conduct research, manage projects and solve problems. Information should be used in the best way, ethically and legally. It is only when students are able to use the emerging technological tools to evaluate, analyse and use information in the most ethical way as they strive to become life long learners, that the higher education will be proud to have achieved its mission and aim.
Finally, it should be noted that the best way for higher education to promote information literacy especially with the changing and emerging technologies is not only by teaching about them but, by making an effective use of them. In the fifth standard of NETS.T above, teachers are called upon to Engage in Professional Growth and Leadership. This can only be possible if they keep using, promoting and demonstrating the effective use of digital tools and resources. This is practicable when they encourage students to maintain blogs for their assignment, use Slideshare for their presentations, and join facebook applications and many of the other applications we have seen above in doing their school work and research.
5. Information Literacy Models
After examining the above standards, it will be wise to briefly look at some of the information literacy models that will assist the search and ethical use of information. Coupled with the standards above the models are guides on how to seek, evaluate, analyze and use information in the most principled way. These models will aid both staff and students to use technological to enhance information literacy.
5.1. The Digital Information Fluency Model (DIF)
The DIF model explains the ability to find, evaluate and use digital information effectively, efficiently and ethically. This is because there is a great difference between digital and print information. At times we need specialized skills to be able to evaluate and use digital information properly.
The above diagram will help users to know the first step as they search information digitally. They will be able to determine the type of information they are looking for and where to find the information. They should be able to navigate through sites use directories and search engines can decide to blogs, check on the wikis and use the available technologies to get the right information. They could go to free sites like government databases, institutions or organizational sources or they could be able to use professional or commercially sponsored websites which are mostly assessed through library databases but are very reliable. They should be able to apply the information to their topic of concern and then use it ethically avoiding plagiarism by giving credit to the authors. If this is done then they are on the path to becoming life long learners.
5.2. Information Literacy Model by SCONUL
The Society of College, National and University Libraries (SCONUL) in 1999 came up with the Information literacy model and Standards, which has become the British model for universities.
1. The ability to recognize a need for information
2. The ability to distinguish ways in which the information 'gap' may be addressed
3. The ability to construct strategies for locating information
4. The ability to locate and access information
5. The ability to compare and evaluate information obtained from different sources
6. The ability to organise, apply and communicate information to others in ways appropriate to the situation
7. The ability to synthesize and build upon existing information, contributing to the creation of new knowledge
This Information Literacy Model or the Information Skills Model attempts to show diagrammatically the relationships between the ‘competent information user’ at the base level, and the much more advanced idea of information literacy. The ‘pillars’ show an iterative process whereby information users progress through Competency to expertise by practising the skills. Only those at the higher end will be practising the seventh skill level. It is because of its importance that it has become the British model for universities.
5.3 The Big6 Model
The Big6 Model, also known as the Big6 Skills Model of Information Problem Solving was developed by Mike Eisenberg and Bob Berkowitz. The Big6 model consists of two sub-stages in each main category.
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
The above model has become one of the most widely-known and widely-used approach to teaching information and technology skills in the world. It is for this reason that it is known by some as an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. According to the authors, almost all successful problem-solving situations address all stages.
It is because of the effectiveness of this model that the higher education and many schools have added this model in their curriculum.
There are still other models like the Information Literacy and the McKinsey Model which is the Ten Skills Needed by Graduate Students Conducting Research in the Information Age, Kuhlthau Model, Louisiana information literacy model for lifelong learning, Action Learning Model and many other models that will direct students as they seek to be better learners, in the center of all the emerging changes.
Conclusion
From the above essay, it is without any doubt that there are different technologies out there and these technologies have been incorporated and are being used in higher education to aid students as they seek to be information literate. One thing remains, many more technological will be invented and the higher education will continually upgrade to meet up with these changes. These tools need to be incorporated into higher education to assist the students and other learners
The above characteristics and standards by ACRL, The International Society for Technology in Education Standards, and the information literacy models will continue to guide higher education as they seek to train students in the most ethical way they can.
These standards will continue to be upgraded due to the changes in the society, but it is advisable that schools follow the standards because they will help to make it easier for the students to be able to evaluate, analyse, use information in the most legal way as they go through their education and as they seek to become life long learners.
Another important factor that we should know is that schools do not have to apply all these models because they are alike, if you look critically you will realize that all these models are aimed at the same direction. They are simple a variety of ways to achieve life long learning by different organisations and authors. Schools can choose one or two and follow like SCONUL which is the British standard for universities. Some schools are using the big six model.
Conclusively, the best way to understand information literacy is if the higher education promotes the use of the various technological tools in schools. If all the various tools discussed above like blogs, facebook, wikis are used to enhance collaboration and research, and all the other tools are incorporated and used by the students as they study, then, the students will be able to understand what information literacy is. These tools have no meaning if students can not use them effectively to seek, evaluate, to analyse information. If they are used to improve on students’ critical thinking and if they assist students to use information in the most legal and ethical manner as they effortlessly strive to become life long learners, then, the higher education has achieved its goal and mission.
References
A. Journal Articles
1) Aimee Fifarek (2007). The Birth of Catalog 2.0: Innovative Interfaces’ Encore Discovery Platform Vol 24 No: 5 Pp: 13-15. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
2) Abram, Stephen. (2008). Social Libraries: The Librarian 2.0 Phenomenon. Library Resources & Technical Services Vol: 52 No.2 pg. 19-22. Retrieved last September 15 2008 at http://wilsonweb.com/
3) Andrew Harris and Susan Lessick. 2007. Libraries Get Personal: Facebook Applications, Google Gadgets, and MySpace Profiles. Vol 24 pp 30-32. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
4) David D. Oberhelman. (2007). Coming to terms with Web 2.0. Vol: 21. Pp: 5-6. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
5) Emmett, Ada, and Emde, Judith. (2007). Assessing information literacy skills using the ACRL standards as a guide: Reference Services Review 35(2): 210 – 229 Retrieved last September 17 2008 at http://www.emeraldinsight.com
6) Henk Eijkman. (2008). Web 2.0 as a non-foundational network-centric learning space Vol: 25 pp: 93-104. ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
7) Kevin Curran, Michelle Murray, Martin Christian (2007). Taking the information to the public through Library 2.0 Vol 25 No: 2 pp: 288-297 ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
B. Magazines
8) Peter Godwin, Jo Parker. (2008). Information literacy meets library 2.0. (Reference & Research Book News) Retrieved last September 17 2008 at http://www.highbeam.com/
9) Rudman, Riaan J. (2007). WEB 2.0 THE INTERNET IS VERSIONING... 1.0, 2.0. Accountancy SA Article: 2 Retrieved last September 17 2008 at http://www.highbeam.com/
C. Books
10) Teresa Y. Neely. (2006). Information Literacy Assessment. Standards-Based tools and Assignments. American Library Association
11) Taylor, Joie (2006). Information Literacy and the School Library Media Center: Libraries Unlimited Professional Guides in School, Westport c2006 by Joie Taylor
D. Web sources
12) Association of College & Research Libraries. (2000). Information Literacy Competency Standards for Higher Education Retrieved September 29 from
http://www.ala.org/ala/acrl/acrlstandards/infomationliteracycompetency.htm
13) Association of College & Research Libraries. (2003). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline Retrieved September 29 from
http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm
14) Illinois Mathematics and Science Academy. (2005). 21st century information fluency project: Digital Information fluency Model. Retrieved September 19 2008 at http://21cif.imsa.edu/
15) Judy Brown (2008). Web 2.0 tools Retrieved September 19 2008 from http://www.judybrown.com/tools.html
16) Kate Watson and Chelsea Harper (December 2006). Using Blogs and Wikis to Communicate With Library Clients. Australian Library and Information Association Retrieved September 19 2008 from http://www.alia.org.au/
17) Mike Eisenberg. (2007). Information and technology skills for student achievement What is the Big6? Retrieved last September 29 2008 from http://www.big6.com/what-is-the-big6/
18) Moira Bent (2007). The Seven Pillars of Information Literacy model. Society of College, National and University Libraries ©Copyright SCONUL 2007 Retrieved September19 2008 from http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html
19) University of Central Florida (2008). What UCF Students need to know about Information Fluency? Retrieved September 19 2008 from http://www.if.ucf.edu/
07 November 2008
05 November 2008
An Annotated Bibliography on How Web 2.0 Tools Promote Information Fluency
A. Journal Articles
I. Articles in an Online Journal
1. Abram, Stephen. 2008. Social Libraries: The Librarian 2.0 Phenomenon. Library Resources & Technical Services Vol: 52 No.2 pg. 19-22. Retrieved last September 15 2008 at http://wilsonweb.com/
The author brings about the importance of web 2.0 in the libraries of the 21st century. The author reiterate on the fact that web 2.0 has brought about greater changes to the way information is handled. From simple clicking to drag and drop. Any one who has used smart ftp will know what I am talking about in regard to web development. He goes on to explain how best the web has become much easier to use, whereby people click, send email, drag and drop and all get a response. This article is as such vital because it discusses on the importance of web 2.0 in the libraries of the 21st century.
2. Aimee Fifarek (2007). The Birth of Catalog 2.0: Innovative Interfaces’ Encore Discovery Platform Vol 24 No: 5 Pp: 13-15. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
The writer discusses Web 2.0 technologies and development styles for the library catalog, specifically with regard to Innovative Interfaces’ Encore product. Just like any organization, libraries compete with businesses that seek to meet both the intellectual and social needs of today's “information consumer” (De Rosa et al., 2003). Web 2.0 has those features needed to achieve this objective and that is why it is being integrated.
The usefulness of this article is seen in that it explains web 2.0 technologies and how they can be integrated into libraries.
3. Andrew Harris and Susan Lessick. 2007. Libraries Get Personal: Facebook Applications, Google Gadgets, and MySpace Profiles. Vol 24 pp 30-32. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
Andrew and Susan go in depth to explain how applications, gadgets, and profiles that library has developed and distributed through the Facebook, iGoogle, and MySpace communities.Facebook applications for example are developed using the Facebook Platform.
This article has brought about the importance of some of the web 2.0 tools like MySpace and Facebook and how they can be used to disseminate information by schools or libraries and as such enhancing information literacy.
4. Benjamin R. Harris, Michelle S. Millet, (2006). Nothing to lose: “fluency” in information literacy theory and practice Vol 34 No 4 Pp: 520-535 ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
The writers explain what information fluency is all about as well as the relationships between information literacy, literacy theory, and fluency theory. They suggest alternative conceptualizations for information seeking behavior. The advantages of information fluency are discussed; the first being the desire to create a “higher than the standards” philosophy of teaching.
Even though there are a few pitfalls, the authors are calling on careful note to be taken when these technologies are being integrated to make sure that they actually serve the right purpose for which they have been built.
5. David D. Oberhelman. (2007). Coming to terms with Web 2.0. Vol: 21. Pp: 5-6. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
One great importance of web 2.0 tools is the fact that it encourages dual communication. It does not serve as a forum for authorities to impart information to a passive, receptive audience but, it calls on them to be able to comment, collaborate, and edit information. He points to the fact that whereas Web 1.0 made use of Britannica Online and many other reference works. , Web 2.0 reference works are the shared products of many users' efforts. Sites such as PLoS One; that is; an interactive open-access journal for the communication of all peer-reviewed scientific and medical research which encourages feed backs and dialoguing among colleagues during any project development or revision processes.
The writer as such has brought about an in depth knowledge of web 2.0 and he goes further to bring about its difference with web 1.0
6. Henk Eijkman. (2008). Web 2.0 as a non-foundational network-centric learning space Vol: 25 pp: 93-104. ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
The author brings forward the idea that web 2.0 is very important in education today. That is the advantages of web 2.0 in trying to get knowledge his paper aims at elaborating the importance of web 2.0 in higher education. He gives examples of blogs, wikis, pod and vodcasting (e.g. YouTube, FaceBook, etc.) Social networking has become part of our daily life and web 2.0 is there to guide us.
7. Jennifer Sharkey, West Lafayette. (2006). Towards information fluency: applying a different model to an information literacy credit course Vol: 34 No: 1 pp: 71-85 ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
The writers present on how the information fluency model supports the integration of information literacy, critical thinking, and technology into curriculum. It shows how an appropriate integration of technology needs to be supported by information literacy and critical thinking. The utilization of the information fluency model will enhance the student’s knowledge and aid them in their research and to become better learners. Thus it can be seen that critical thinking is very vital to anyone who wants to be information fluent.
8. Kevin Curran, Michelle Murray, Martin Christian (2007). Taking the information to the public through Library 2.0 Vol 25 No: 2 pp: 288-297 ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
The writers gives us an in-depth knowledge of what web 2.0 is by distinguishing it from 1.0 and bringing about its importance to the promotion of information fluency. Unlike library 1.0 which offers a one-directional service that takes people to the information, library 2.0 takes information to the people as it has brought library services to the internet making users more involved through user participation. They further go to tell us how library 2.0 has benefited from the services of web 2.0 as people can view online, borrow locally, request from afar and buy or sell as appropriate to their needs and circumstance.
II. Article in a print journal
9. Zainab, Abdullah Abrisah. (2006). Ascertaining factors motivating use of digital libraries and formulating user requirements using Zachman Framework. Malaysian Journal of Library and Information Science University of Malaya.Vol 11 No.2 pp 21-38
The writers bring forward the need for a Collaborative Digital Library (CDL). They should be designed in consideration to user needs participants with various strengths needs and experiences, interests. Using zachman framework (www.zifa.com) especially as many students are ready and willing to make use of the digital library
B. Books
10. Taylor, Joie (2006). Information Literacy and the School Library Media Center: Libraries Unlimited Professional Guides in School, Westport c2006 by Joie Taylor
This particular book has essential implications to the improvement of teaching information literacy. The writer defines Information Literacy and shows how it is used in the classrooms (i.e. in education) AASL and AECT IL standards. Explains what an information fluent individual is; should be able to use more than one research process and be able to choose the one that best meet its topic. This is important because if one does not understand what Information fluency is, it will be difficult to use web 2.0 tools to augment it.
11. Teresa Y. Neely. (2006). Information Literacy Assessment. Standards-Based tools and Assignments. American Library Association
Teresa Y. Neely brings about the ACRL standards and its importance to information literacy being able to access information effectively and efficiently and using it ethically. She goes further explain them in detail and how they will aid us to be information literate.
C. Thesis and Dissertation
12. Mbabu, Loyd G., (2008). A content analysis of information literacy courses in master's degree programs of library and information studies. Retrieved last September 17 2008 at http://proquest.umi.com/pqdweb
This research aimed at a content analysis of textbooks used for instruction of information literacy courses in Masters in Library and Information tries to differentiate between lower-level basic skills from upper-level more sophisticated skills. A studies program was conducted. The hypotheses was that these courses identified specific competencies of information literacy at various stages of learning and differentiated between lower-level basic skills from upper-level more sophisticated skills but the courses fell short of the scholarly expectations of clearly identifying between lower-level basic skills from upper-level more sophisticated skills.
13. Nestor, Mark H (2007). An information literacy workshop for faculty development at the Cranbury School Retrieved last September 17 2008 at http://proquest.umi.com/pqdweb
This research aids teachers to integrate information literacy skills into their curriculum. Thus teachers had to be educated on how integrate Internet research skills into the Cranbury School curriculum so that they will be able to disseminate literacy skills to the students.
It illustrates the importance of information literacy especially among teachers who participated in the workshop because at the end of the workshop the course was recommended as a professional development activity for all the teachers of the Cranbury School. This goes to show that information literacy is very important especially as those teachers who participated in the course did a lot better after.
D. Magazines
14. Peter Godwin, Jo Parker. (2008). Information literacy meets library 2.0. (Reference & Research Book News) Retrieved last September 17 2008 at http://www.highbeam.com/
This article is from High Beam research which has been named as the "Best Online Reference Service" by the CODiE Awards; a premiere online library where you can find research, facts, and articles it has been written mostly for those involved in library sciences. The writers are members of the SCONUL Working Group on Information Literacy. They are involved with the collection of research papers on the methods and strategies librarians are current using to expand their services to include these new innovations.
The writers discuss on various topics such as Podcasting, information literacy, RSS feeds and how to use popular tools such as YouTube, Google and Wikipedias and how they are used to enhance the learning experience.
15. Rudman, Riaan J. (2007). WEB 2.0 THE INTERNET IS VERSIONING... 1.0, 2.0. Accountancy SA Article: 2 Retrieved last September 17 2008 at http://www.highbeam.com/
The author tries to explain the differences between Web 2.0 and web 1.0. Different people view web 2.0 in different ways since it has no currently set standard. He goes forth to bring some of the advantages of web 2.0:
Web 2.0 implies an improvement and better version of what has been previously available. It is used by businesses to improve on both internal and external communication through blogs and wikis. To improve on Marketing: whereby the rich users interface lets companies to use inexpensive devices such as podcasts or blogs to conduct marketing and promotional activities.
Business applications incorporated will enable faster and easier decisions. For example, Really Simple Syndication (RSS) services such as Newsvlne.com to source information from various sites at one location.
16. Robert Boeri (2007). Acrobat 8 and Content 2.0 EContent 30, no: 2 Retrieved September 17 2008 at http://www.highbeam.com/
The writer of this article is a senior enterprise content systems analyst for a D.C.-area firm. He points to the vital necessity of web 2.0 in making the web an application platform whereby people cooperate to create rich data. Languages like SGML (Standard Generalized Markup Language) and XML [(Meta-) Markup Languages] are used to repurpose and reprocess documents because they enable data to remain readable and sharable for decades.
The role of Acrobat 8 here is that it provides a key Web 2.0 feature: collaboration. Users have the option of sharing contents about PDF files on servers or via rich web-based collaboration. Acrobat 8 Professional also lets you combine documents from diverse applications with different binary formats into a single PDF file. Images, presentations, web pages.
E. Paper Presented at a Conference
17. Trevor Bond. (2007). 21st Century Classroom (Paper presented at Waimarino ICT cluster mini conference: August 30th 2007) Retrieved September 17 2008 from
http://ictnz.com/handouts/21st%20Century%20Classroom.pdf
He explains who a literate person is and he quotes from Alvin Toffler; “The Literate of the 2000s is not the person who can read and write, the new literate is the person who can learn, unlearn and re-learn.” He goes further to explain how classrooms or teachers in New Zealand are making use of the 2000s technologies in schools. The values of traditional literacy of reading, writing, and speaking can not be debated upon but, then, the digital and artistic literacy empowers learners. Communication, learning, and social life can never be separated from technology As technology has totally pervaded the world
F. Web Sources
18. Darlene Fichter (2006).Web 2.0, Library 2.0 and Radical Trust: A First Take. University of Saskatchewan Canada Retrieved September 19 2008 http://library2.usask.ca
Darlene Fichter gives a very short definition of web 2.0. “Library 2.0 = (books 'n stuff + people + radical trust) x participation.” He tries to explain the fact that libraries are made of people and stuff and for library or web 2.0 to be successful then we should render trust on people even though we know they might falter. I believe the reason he is saying this is because some people do not belief information from blogs wikis etc
From what Flitcher is saying it can be seen that for information to be fluent then people should be given a chance to communicate and interact with the libraries.
19. George Lorenzo. (2007). Catalysts for Change: Information Fluency, Web 2.0, Library 2.0, and the New Education Culture, (Clarence Center, NY: Lorenzo Associates, Inc., 2007), Retrieved September 19 2008 at http://www.edpath.com/stn.htm.
The writer defines Web 2.0 as a term for generating discussions that represent all of the very latest and reasonably foreseeable widespread functions and devices that people utilize in an online modality. He explains how web 2.0 holds the mechanisms and infrastructures for facilitating modern methods to create, share, publish and promote information. As such, thinking beyond e-mail and basic websites, to social networking, web services technologies, and the next iteration of blogs, wikis and pod casts. Web 2.0 is about the more human aspects of interactivity. It’s about conversations, interpersonal networking, personalization, and individualism.
He goes further present a comprehensive knowledge of what web 2.0 is and how Web 2.0/Library 2.0 world are influencing how information is disseminated and shared, and how knowledge is gained.
20. Illinois Mathematics and Science Academy. 2005: 21st century information fluency project: Digital Information fluency Model. Retrieved September 19 2008 http://21cif.imsa.edu/
Here, the author sees Digital Information Fluency (DIF) as the ability to find, evaluate and use digital information effectively, efficiently and ethically. Brings about an information model on how to be able to locate information, how to know it is good and how to use it morally.
21. Judy Brown (2008). Web 2.0 tools Retrieved September 19 2008 from http://www.judybrown.com/tools.html
Judy Brown (once named one of the Top 100 women in computing by McGraw Hill's Open Computing magazine December 1994) sees web 2.0 to deal with a more engaging, personal interactive web, running applications on the web rather desktop. She goes further to bring forth various examples of web 2.0 and she has evaluated these applications and their uses. For example; Youtube enhances video; Slideshare enhances presentations and Flickr photos. All these are analyzed in her website. As an educationalist, she has brought about an elaborative approach to these web 2.0 tools and this goes a long way to show how they can promote and enhance information literacy in schools
22. Kate Watson and Chelsea Harper (December 2006). Using Blogs and Wikis to Communicate With Library Clients. Australian Library and Information Association Retrieved September 19 2008 from http://www.alia.org.au/
The authors of this article give a definition of what web 2.0 is. They cite from Michael Casey who sees it as an evolution especially as libraries that have integrated library 2.0 are making the users to participate in the services that they offer. They see web 2.0 as a mutual or two way area where information is being published and shared among the users.
23. Moira Bent (2007). The Seven Pillars of Information Literacy model. Society of College, National and University Libraries ©Copyright SCONUL 2007 Retrieved September 19 2008 from http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html
The Society of College, National and University Libraries (SCONUL) in 1999 came up with the Information literacy model. The information skills model attempts to show the relationships between the ‘competent information user’ at the base level, and the much more advanced idea of information literacy. The ‘pillars’ show an iterative process whereby information users progress through Competency to expertise by practising the skills.
24. Slideshare Inc. Slideshare © 2008 Slideshare Inc. Retrieved September 19 2008 from http://www.slideshare.net/
An example of how to use web 2.0 tools to share information to the audience. This incorporates Microsoft PowerPoint and makes it easier for the users to share and receive information or ideas and thoughts from one another. It is the best way of sharing presentations.
25. University of Central Florida 2008. What UCF Students need to know about Information Fluency? Retrieved September 19 2008 from http://www.if.ucf.edu/
The authors explain what information fluency is all about. Whereby people who are information fluent should be able to collect, evaluate and use information rightly; that is, ethically and legally.
According to UCF someone who is information fluent should be able to: “Articulate the problem in a selected context, recognize the need for information to address the problem, Identify the available information sources (domain.), Iteratively collect, analyze, and assess (evaluate critically) the relevant information, integrate new information with pre-existing knowledge and context, Draw conclusions, effectively communicate results and decisions and follow up on actions.”
I. Articles in an Online Journal
1. Abram, Stephen. 2008. Social Libraries: The Librarian 2.0 Phenomenon. Library Resources & Technical Services Vol: 52 No.2 pg. 19-22. Retrieved last September 15 2008 at http://wilsonweb.com/
The author brings about the importance of web 2.0 in the libraries of the 21st century. The author reiterate on the fact that web 2.0 has brought about greater changes to the way information is handled. From simple clicking to drag and drop. Any one who has used smart ftp will know what I am talking about in regard to web development. He goes on to explain how best the web has become much easier to use, whereby people click, send email, drag and drop and all get a response. This article is as such vital because it discusses on the importance of web 2.0 in the libraries of the 21st century.
2. Aimee Fifarek (2007). The Birth of Catalog 2.0: Innovative Interfaces’ Encore Discovery Platform Vol 24 No: 5 Pp: 13-15. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
The writer discusses Web 2.0 technologies and development styles for the library catalog, specifically with regard to Innovative Interfaces’ Encore product. Just like any organization, libraries compete with businesses that seek to meet both the intellectual and social needs of today's “information consumer” (De Rosa et al., 2003). Web 2.0 has those features needed to achieve this objective and that is why it is being integrated.
The usefulness of this article is seen in that it explains web 2.0 technologies and how they can be integrated into libraries.
3. Andrew Harris and Susan Lessick. 2007. Libraries Get Personal: Facebook Applications, Google Gadgets, and MySpace Profiles. Vol 24 pp 30-32. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
Andrew and Susan go in depth to explain how applications, gadgets, and profiles that library has developed and distributed through the Facebook, iGoogle, and MySpace communities.Facebook applications for example are developed using the Facebook Platform.
This article has brought about the importance of some of the web 2.0 tools like MySpace and Facebook and how they can be used to disseminate information by schools or libraries and as such enhancing information literacy.
4. Benjamin R. Harris, Michelle S. Millet, (2006). Nothing to lose: “fluency” in information literacy theory and practice Vol 34 No 4 Pp: 520-535 ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
The writers explain what information fluency is all about as well as the relationships between information literacy, literacy theory, and fluency theory. They suggest alternative conceptualizations for information seeking behavior. The advantages of information fluency are discussed; the first being the desire to create a “higher than the standards” philosophy of teaching.
Even though there are a few pitfalls, the authors are calling on careful note to be taken when these technologies are being integrated to make sure that they actually serve the right purpose for which they have been built.
5. David D. Oberhelman. (2007). Coming to terms with Web 2.0. Vol: 21. Pp: 5-6. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
One great importance of web 2.0 tools is the fact that it encourages dual communication. It does not serve as a forum for authorities to impart information to a passive, receptive audience but, it calls on them to be able to comment, collaborate, and edit information. He points to the fact that whereas Web 1.0 made use of Britannica Online and many other reference works. , Web 2.0 reference works are the shared products of many users' efforts. Sites such as PLoS One; that is; an interactive open-access journal for the communication of all peer-reviewed scientific and medical research which encourages feed backs and dialoguing among colleagues during any project development or revision processes.
The writer as such has brought about an in depth knowledge of web 2.0 and he goes further to bring about its difference with web 1.0
6. Henk Eijkman. (2008). Web 2.0 as a non-foundational network-centric learning space Vol: 25 pp: 93-104. ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
The author brings forward the idea that web 2.0 is very important in education today. That is the advantages of web 2.0 in trying to get knowledge his paper aims at elaborating the importance of web 2.0 in higher education. He gives examples of blogs, wikis, pod and vodcasting (e.g. YouTube, FaceBook, etc.) Social networking has become part of our daily life and web 2.0 is there to guide us.
7. Jennifer Sharkey, West Lafayette. (2006). Towards information fluency: applying a different model to an information literacy credit course Vol: 34 No: 1 pp: 71-85 ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
The writers present on how the information fluency model supports the integration of information literacy, critical thinking, and technology into curriculum. It shows how an appropriate integration of technology needs to be supported by information literacy and critical thinking. The utilization of the information fluency model will enhance the student’s knowledge and aid them in their research and to become better learners. Thus it can be seen that critical thinking is very vital to anyone who wants to be information fluent.
8. Kevin Curran, Michelle Murray, Martin Christian (2007). Taking the information to the public through Library 2.0 Vol 25 No: 2 pp: 288-297 ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com
The writers gives us an in-depth knowledge of what web 2.0 is by distinguishing it from 1.0 and bringing about its importance to the promotion of information fluency. Unlike library 1.0 which offers a one-directional service that takes people to the information, library 2.0 takes information to the people as it has brought library services to the internet making users more involved through user participation. They further go to tell us how library 2.0 has benefited from the services of web 2.0 as people can view online, borrow locally, request from afar and buy or sell as appropriate to their needs and circumstance.
II. Article in a print journal
9. Zainab, Abdullah Abrisah. (2006). Ascertaining factors motivating use of digital libraries and formulating user requirements using Zachman Framework. Malaysian Journal of Library and Information Science University of Malaya.Vol 11 No.2 pp 21-38
The writers bring forward the need for a Collaborative Digital Library (CDL). They should be designed in consideration to user needs participants with various strengths needs and experiences, interests. Using zachman framework (www.zifa.com) especially as many students are ready and willing to make use of the digital library
B. Books
10. Taylor, Joie (2006). Information Literacy and the School Library Media Center: Libraries Unlimited Professional Guides in School, Westport c2006 by Joie Taylor
This particular book has essential implications to the improvement of teaching information literacy. The writer defines Information Literacy and shows how it is used in the classrooms (i.e. in education) AASL and AECT IL standards. Explains what an information fluent individual is; should be able to use more than one research process and be able to choose the one that best meet its topic. This is important because if one does not understand what Information fluency is, it will be difficult to use web 2.0 tools to augment it.
11. Teresa Y. Neely. (2006). Information Literacy Assessment. Standards-Based tools and Assignments. American Library Association
Teresa Y. Neely brings about the ACRL standards and its importance to information literacy being able to access information effectively and efficiently and using it ethically. She goes further explain them in detail and how they will aid us to be information literate.
C. Thesis and Dissertation
12. Mbabu, Loyd G., (2008). A content analysis of information literacy courses in master's degree programs of library and information studies. Retrieved last September 17 2008 at http://proquest.umi.com/pqdweb
This research aimed at a content analysis of textbooks used for instruction of information literacy courses in Masters in Library and Information tries to differentiate between lower-level basic skills from upper-level more sophisticated skills. A studies program was conducted. The hypotheses was that these courses identified specific competencies of information literacy at various stages of learning and differentiated between lower-level basic skills from upper-level more sophisticated skills but the courses fell short of the scholarly expectations of clearly identifying between lower-level basic skills from upper-level more sophisticated skills.
13. Nestor, Mark H (2007). An information literacy workshop for faculty development at the Cranbury School Retrieved last September 17 2008 at http://proquest.umi.com/pqdweb
This research aids teachers to integrate information literacy skills into their curriculum. Thus teachers had to be educated on how integrate Internet research skills into the Cranbury School curriculum so that they will be able to disseminate literacy skills to the students.
It illustrates the importance of information literacy especially among teachers who participated in the workshop because at the end of the workshop the course was recommended as a professional development activity for all the teachers of the Cranbury School. This goes to show that information literacy is very important especially as those teachers who participated in the course did a lot better after.
D. Magazines
14. Peter Godwin, Jo Parker. (2008). Information literacy meets library 2.0. (Reference & Research Book News) Retrieved last September 17 2008 at http://www.highbeam.com/
This article is from High Beam research which has been named as the "Best Online Reference Service" by the CODiE Awards; a premiere online library where you can find research, facts, and articles it has been written mostly for those involved in library sciences. The writers are members of the SCONUL Working Group on Information Literacy. They are involved with the collection of research papers on the methods and strategies librarians are current using to expand their services to include these new innovations.
The writers discuss on various topics such as Podcasting, information literacy, RSS feeds and how to use popular tools such as YouTube, Google and Wikipedias and how they are used to enhance the learning experience.
15. Rudman, Riaan J. (2007). WEB 2.0 THE INTERNET IS VERSIONING... 1.0, 2.0. Accountancy SA Article: 2 Retrieved last September 17 2008 at http://www.highbeam.com/
The author tries to explain the differences between Web 2.0 and web 1.0. Different people view web 2.0 in different ways since it has no currently set standard. He goes forth to bring some of the advantages of web 2.0:
Web 2.0 implies an improvement and better version of what has been previously available. It is used by businesses to improve on both internal and external communication through blogs and wikis. To improve on Marketing: whereby the rich users interface lets companies to use inexpensive devices such as podcasts or blogs to conduct marketing and promotional activities.
Business applications incorporated will enable faster and easier decisions. For example, Really Simple Syndication (RSS) services such as Newsvlne.com to source information from various sites at one location.
16. Robert Boeri (2007). Acrobat 8 and Content 2.0 EContent 30, no: 2 Retrieved September 17 2008 at http://www.highbeam.com/
The writer of this article is a senior enterprise content systems analyst for a D.C.-area firm. He points to the vital necessity of web 2.0 in making the web an application platform whereby people cooperate to create rich data. Languages like SGML (Standard Generalized Markup Language) and XML [(Meta-) Markup Languages] are used to repurpose and reprocess documents because they enable data to remain readable and sharable for decades.
The role of Acrobat 8 here is that it provides a key Web 2.0 feature: collaboration. Users have the option of sharing contents about PDF files on servers or via rich web-based collaboration. Acrobat 8 Professional also lets you combine documents from diverse applications with different binary formats into a single PDF file. Images, presentations, web pages.
E. Paper Presented at a Conference
17. Trevor Bond. (2007). 21st Century Classroom (Paper presented at Waimarino ICT cluster mini conference: August 30th 2007) Retrieved September 17 2008 from
http://ictnz.com/handouts/21st%20Century%20Classroom.pdf
He explains who a literate person is and he quotes from Alvin Toffler; “The Literate of the 2000s is not the person who can read and write, the new literate is the person who can learn, unlearn and re-learn.” He goes further to explain how classrooms or teachers in New Zealand are making use of the 2000s technologies in schools. The values of traditional literacy of reading, writing, and speaking can not be debated upon but, then, the digital and artistic literacy empowers learners. Communication, learning, and social life can never be separated from technology As technology has totally pervaded the world
F. Web Sources
18. Darlene Fichter (2006).Web 2.0, Library 2.0 and Radical Trust: A First Take. University of Saskatchewan Canada Retrieved September 19 2008 http://library2.usask.ca
Darlene Fichter gives a very short definition of web 2.0. “Library 2.0 = (books 'n stuff + people + radical trust) x participation.” He tries to explain the fact that libraries are made of people and stuff and for library or web 2.0 to be successful then we should render trust on people even though we know they might falter. I believe the reason he is saying this is because some people do not belief information from blogs wikis etc
From what Flitcher is saying it can be seen that for information to be fluent then people should be given a chance to communicate and interact with the libraries.
19. George Lorenzo. (2007). Catalysts for Change: Information Fluency, Web 2.0, Library 2.0, and the New Education Culture, (Clarence Center, NY: Lorenzo Associates, Inc., 2007), Retrieved September 19 2008 at http://www.edpath.com/stn.htm.
The writer defines Web 2.0 as a term for generating discussions that represent all of the very latest and reasonably foreseeable widespread functions and devices that people utilize in an online modality. He explains how web 2.0 holds the mechanisms and infrastructures for facilitating modern methods to create, share, publish and promote information. As such, thinking beyond e-mail and basic websites, to social networking, web services technologies, and the next iteration of blogs, wikis and pod casts. Web 2.0 is about the more human aspects of interactivity. It’s about conversations, interpersonal networking, personalization, and individualism.
He goes further present a comprehensive knowledge of what web 2.0 is and how Web 2.0/Library 2.0 world are influencing how information is disseminated and shared, and how knowledge is gained.
20. Illinois Mathematics and Science Academy. 2005: 21st century information fluency project: Digital Information fluency Model. Retrieved September 19 2008 http://21cif.imsa.edu/
Here, the author sees Digital Information Fluency (DIF) as the ability to find, evaluate and use digital information effectively, efficiently and ethically. Brings about an information model on how to be able to locate information, how to know it is good and how to use it morally.
21. Judy Brown (2008). Web 2.0 tools Retrieved September 19 2008 from http://www.judybrown.com/tools.html
Judy Brown (once named one of the Top 100 women in computing by McGraw Hill's Open Computing magazine December 1994) sees web 2.0 to deal with a more engaging, personal interactive web, running applications on the web rather desktop. She goes further to bring forth various examples of web 2.0 and she has evaluated these applications and their uses. For example; Youtube enhances video; Slideshare enhances presentations and Flickr photos. All these are analyzed in her website. As an educationalist, she has brought about an elaborative approach to these web 2.0 tools and this goes a long way to show how they can promote and enhance information literacy in schools
22. Kate Watson and Chelsea Harper (December 2006). Using Blogs and Wikis to Communicate With Library Clients. Australian Library and Information Association Retrieved September 19 2008 from http://www.alia.org.au/
The authors of this article give a definition of what web 2.0 is. They cite from Michael Casey who sees it as an evolution especially as libraries that have integrated library 2.0 are making the users to participate in the services that they offer. They see web 2.0 as a mutual or two way area where information is being published and shared among the users.
23. Moira Bent (2007). The Seven Pillars of Information Literacy model. Society of College, National and University Libraries ©Copyright SCONUL 2007 Retrieved September 19 2008 from http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html
The Society of College, National and University Libraries (SCONUL) in 1999 came up with the Information literacy model. The information skills model attempts to show the relationships between the ‘competent information user’ at the base level, and the much more advanced idea of information literacy. The ‘pillars’ show an iterative process whereby information users progress through Competency to expertise by practising the skills.
24. Slideshare Inc. Slideshare © 2008 Slideshare Inc. Retrieved September 19 2008 from http://www.slideshare.net/
An example of how to use web 2.0 tools to share information to the audience. This incorporates Microsoft PowerPoint and makes it easier for the users to share and receive information or ideas and thoughts from one another. It is the best way of sharing presentations.
25. University of Central Florida 2008. What UCF Students need to know about Information Fluency? Retrieved September 19 2008 from http://www.if.ucf.edu/
The authors explain what information fluency is all about. Whereby people who are information fluent should be able to collect, evaluate and use information rightly; that is, ethically and legally.
According to UCF someone who is information fluent should be able to: “Articulate the problem in a selected context, recognize the need for information to address the problem, Identify the available information sources (domain.), Iteratively collect, analyze, and assess (evaluate critically) the relevant information, integrate new information with pre-existing knowledge and context, Draw conclusions, effectively communicate results and decisions and follow up on actions.”
27 September 2008
"Information Literacy Pre-assessment
The following set of questions is adapted (with permission) from "Information Literacy
Pre-assessment," CSU Monterey Bay
Academic Session 2008-2009
Semester 1
September 4, 2008
Instructor: Lleuvelyn A. Cacha
1. Forming a research question from a broad topic
Let's say that you wanted to research the topic (computer and Internet crimes) you may change this. Given that broad area of interest, what might be a research question to investigate -- for example, "Should governments get involved in regulating use of the Internet? you may change the question based on your topic.
Research topic
Information seeking behaviours
Research question
"An analysis and categorization of information seeking behaviour of undergraduate students in a networked environment”
2. Identifying keywords
Using the research question you drafted above, what keywords might be good to use in the first
stages of research? (If you didn't write your own research question, use the question given in the example)
What is information seeking behaviour? / What is a networked environment?
How do undergraduates make use of the internet?
Information literacy skills among undergraduates in a networked environment
information seeking strategies of young adults in a networked environment
Investigating information seeking challenges and difficulties among undergraduates in a networked environment.
3. Thinking about resources
Using the research question you wrote above, what kinds of resources do you think you would use to find answers to your question? (If you didn't write a research question, use the question given as the example.)
Primary sources like; dissertations, theses, conference papers, video tapes.
Secondary sources like; abstracts, catalogues, indexes progress reports, review articles bibliographies.
Tertiary sources like; almanacs and fact books,
4. Distinguishing popular from scholarly materials
Popular periodicals (like Newsweek or Atlantic Monthly) are written to appeal to the general public. What are some of their other characteristics?
The content of popular periodicals has no specific format or structure
Popular periodicals lengths are shorter articles providing broader overviews of topics
Advertising of popular periodicals is done in significant amount.
Popular periodicals audiences are the general public, basic reading level, little or no specialized language.
Authors of popular periodicals are either journalist, staff writer or anonymous
popular periodicals sources are rarely any cited; original sources can be obscure (courtesy of Dalhousie university library)
5. Scholarly periodicals (like American Sociological Review or Journal of Social Psychology) are written to appeal to researchers and students in the field of study. What are some of their other characteristics?
Scholarly, also known as academic periodicals have the following characteristics:
The content of scholarly articles is usually quite structured; may include abstract, literature review, methodology, results, conclusion and bibliography
The length of academic or scholarly periodicals is normally longer, with the articles providing in-depth analysis of topics
Advertising is either very little or highly specialized.
The audiences of scholarly periodicals are mostly researchers and professionals, advanced reading level, specialized vocabulary
The authors are noted professional, specialist or experts in the field
Finally their sources are; footnotes and bibliographies.
6. Give example of a secondary resource
A secondary source gives information about a primary source that has already been modified and rearranged for the purpose of the audience. An example is an editorial in The New York Times entitled Everybody Loves Obama. Abstracts, catalogues, indexes progress reports review articles bibliographies are all examples of secondary sources.
7. Using the World Wide Web for Research
Let's say you begin your research on the topic in question 1 using the World Wide Web.
What is the first couple of steps you would take?
Which search engine is better?
What are the key words?
Gather information
Keep a journal
8. Evaluating Web sites
How do you know whether a site you have found on the World Wide Web includes
information that is reliable and appropriate for academic research?
In order to know if a site you have found on the www has reliable information it is good to take note of the following:
First is authority. The author or organization's name should be easily located, credentials of the author are given, sponsorship or potential conflicts of interest are revealed, Bibliography and additional references or websites are provided and the organization clearly explains its purpose. Is the work new? Has it been published by others etc
Note that if the address includes .com or .net it is a commercial site, .edu is an educational site, .org represents a non-commercial site and .gov is government site. There are various others.
Secondly, check on how accurate the site is and try to compare the information with other sources. Have other people recommended this particular website. You can also check on comments by previous users especially with the advent of web2.0 tools and interactivity it offers. It should be easy to find how current the information is, information should be objective and balanced if advertisements or blogs are part of the site, clearly labeled and the sources of the information should be given.
Also the scope, look at the introduction and purpose of the work and check on what it covers and the date it was published. It is also good to look at how well the website organizes its materials as well as its references and indexes.
9. Plagiarism
Plagiarism is presenting the work of others as though it were your own; it is a form of theft.
Which of the following is an example of plagiarism? (Check all that apply)
Using phrases and sentences of others as if they were your own without giving credit
Using ideas of others as if they were your own without giving credit
Copying text written by someone else and using it with no quotation marks
Rewording someone else's information and using it without giving credit
Using copyrighted images from the Web without giving credit
10. Using different types of resources
Information you find on a research topic may come from: (a) Printed materials and electronic resources made available through libraries (for example, databases that provide full text copies of periodical articles) OR
(b) Materials you find using Web search engines
What are some of the major differences between these two sets of materials?
The first difference is that information from library databases are often well organised where as information from search engines are not as organised as that of libraries.
Also the information from libraries is stable. This is not the case with search engines. At times their information is updated or the link is removed and it can not be traced.
The information you find in the library has been purchased by them making it authentic and credible as they will not go for fake material which is not the case with most search engines where anyone can write anything and put on.
Librarians always review and recommend most of the articles and books which is not the case with search engines especially the free ones.
Pre-assessment," CSU Monterey Bay
Academic Session 2008-2009
Semester 1
September 4, 2008
Instructor: Lleuvelyn A. Cacha
1. Forming a research question from a broad topic
Let's say that you wanted to research the topic (computer and Internet crimes) you may change this. Given that broad area of interest, what might be a research question to investigate -- for example, "Should governments get involved in regulating use of the Internet? you may change the question based on your topic.
Research topic
Information seeking behaviours
Research question
"An analysis and categorization of information seeking behaviour of undergraduate students in a networked environment”
2. Identifying keywords
Using the research question you drafted above, what keywords might be good to use in the first
stages of research? (If you didn't write your own research question, use the question given in the example)
What is information seeking behaviour? / What is a networked environment?
How do undergraduates make use of the internet?
Information literacy skills among undergraduates in a networked environment
information seeking strategies of young adults in a networked environment
Investigating information seeking challenges and difficulties among undergraduates in a networked environment.
3. Thinking about resources
Using the research question you wrote above, what kinds of resources do you think you would use to find answers to your question? (If you didn't write a research question, use the question given as the example.)
Primary sources like; dissertations, theses, conference papers, video tapes.
Secondary sources like; abstracts, catalogues, indexes progress reports, review articles bibliographies.
Tertiary sources like; almanacs and fact books,
4. Distinguishing popular from scholarly materials
Popular periodicals (like Newsweek or Atlantic Monthly) are written to appeal to the general public. What are some of their other characteristics?
The content of popular periodicals has no specific format or structure
Popular periodicals lengths are shorter articles providing broader overviews of topics
Advertising of popular periodicals is done in significant amount.
Popular periodicals audiences are the general public, basic reading level, little or no specialized language.
Authors of popular periodicals are either journalist, staff writer or anonymous
popular periodicals sources are rarely any cited; original sources can be obscure (courtesy of Dalhousie university library)
5. Scholarly periodicals (like American Sociological Review or Journal of Social Psychology) are written to appeal to researchers and students in the field of study. What are some of their other characteristics?
Scholarly, also known as academic periodicals have the following characteristics:
The content of scholarly articles is usually quite structured; may include abstract, literature review, methodology, results, conclusion and bibliography
The length of academic or scholarly periodicals is normally longer, with the articles providing in-depth analysis of topics
Advertising is either very little or highly specialized.
The audiences of scholarly periodicals are mostly researchers and professionals, advanced reading level, specialized vocabulary
The authors are noted professional, specialist or experts in the field
Finally their sources are; footnotes and bibliographies.
6. Give example of a secondary resource
A secondary source gives information about a primary source that has already been modified and rearranged for the purpose of the audience. An example is an editorial in The New York Times entitled Everybody Loves Obama. Abstracts, catalogues, indexes progress reports review articles bibliographies are all examples of secondary sources.
7. Using the World Wide Web for Research
Let's say you begin your research on the topic in question 1 using the World Wide Web.
What is the first couple of steps you would take?
Which search engine is better?
What are the key words?
Gather information
Keep a journal
8. Evaluating Web sites
How do you know whether a site you have found on the World Wide Web includes
information that is reliable and appropriate for academic research?
In order to know if a site you have found on the www has reliable information it is good to take note of the following:
First is authority. The author or organization's name should be easily located, credentials of the author are given, sponsorship or potential conflicts of interest are revealed, Bibliography and additional references or websites are provided and the organization clearly explains its purpose. Is the work new? Has it been published by others etc
Note that if the address includes .com or .net it is a commercial site, .edu is an educational site, .org represents a non-commercial site and .gov is government site. There are various others.
Secondly, check on how accurate the site is and try to compare the information with other sources. Have other people recommended this particular website. You can also check on comments by previous users especially with the advent of web2.0 tools and interactivity it offers. It should be easy to find how current the information is, information should be objective and balanced if advertisements or blogs are part of the site, clearly labeled and the sources of the information should be given.
Also the scope, look at the introduction and purpose of the work and check on what it covers and the date it was published. It is also good to look at how well the website organizes its materials as well as its references and indexes.
9. Plagiarism
Plagiarism is presenting the work of others as though it were your own; it is a form of theft.
Which of the following is an example of plagiarism? (Check all that apply)
Using phrases and sentences of others as if they were your own without giving credit
Using ideas of others as if they were your own without giving credit
Copying text written by someone else and using it with no quotation marks
Rewording someone else's information and using it without giving credit
Using copyrighted images from the Web without giving credit
10. Using different types of resources
Information you find on a research topic may come from: (a) Printed materials and electronic resources made available through libraries (for example, databases that provide full text copies of periodical articles) OR
(b) Materials you find using Web search engines
What are some of the major differences between these two sets of materials?
The first difference is that information from library databases are often well organised where as information from search engines are not as organised as that of libraries.
Also the information from libraries is stable. This is not the case with search engines. At times their information is updated or the link is removed and it can not be traced.
The information you find in the library has been purchased by them making it authentic and credible as they will not go for fake material which is not the case with most search engines where anyone can write anything and put on.
Librarians always review and recommend most of the articles and books which is not the case with search engines especially the free ones.
What is web 2.0
The concept of "Web 2.0" was brought about by O'Reilly and MediaLive International. Dale Dougherty, web pioneer and O'Reilly VP, noted that far from having "crashed", the web was more important than ever, with exciting new applications and sites popping up with surprising regularity. Even though there have been some disappointments in regard to this concept of web 2.0, it has witnessed a great boom since its creation with more and more people using it.
'Web 2.0' refers to the evolution of the internet from a static place, where information is simply made available, to a collaborative space where information is created, published and distributed online( Kate Watson and Chelsea Harper) http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
Library 2.0
Darlene Fichter from the University of Saskatchewan Canada 2006 defines Library 2.0 as (books 'n stuff + people + radical trust) x participation. What Flitcher is saying is that for information to be fluent then people should be given a chance to communicate and interact with the libraries, they should be trusted to do well.
With library 2.0 you can make
recommendations in library catalogues
tagging of books in catalogues
subscribe to RSS feed notifying patrons of new books
library news using blogs format
library patrons add, edit content to subject guide wikis on library we
IM at reference desk
download of music, books onto I pods
offering podcast of events through library website
Differences between Web 1.0 and Web 2.0
(click on the image to view)
What is Information Literacy/ Fluency
Information Fluency (IF)
University of Central Florida (UCF) defines information fluency as “the ability to perform effectively in an information-rich and technology-intensive environment.” That is: information fluency is the ability to gather, evaluate, and use information in ethical and legal ways. According to them, Information fluency encompasses and integrates three important skills: information literacy, technology literacy, and critical thinking. The ability to communicate information in appropriate and effective ways is another crucial part of IF.
We should note that Fluency means not just accessing information on the Web, but creating your own Web pages. Not just downloading MP3 music files, but creating your own digital-music compositions. Not just playing SimCity, but creating your own simulated worlds. (Resnick 2001)
According to UCF someone who is fluent in information should be able to:
Articulate the problem in a selected context.
Recognize the need for information to address the problem.
Identify the available information sources (domain.)
Iteratively collect, analyze, and assess (evaluate critically) the relevant information.
Integrate new information with pre-existing knowledge and context
Draw conclusions.
Effectively communicate results and decisions.
Follow up on actions.
The Association of Colleges and Research Libraries (ACRL) defines Information Literacy as "the set of skills needed to find, retrieve, analyze, and use information. The importance of IL is not a new issue. Students especially, need information literacy, technology literacy, and critical thinking skills to become independent and lifelong learners.
Digital Information Fluency (DIF) Model
DIF is the ability to find, evaluate and use digital information effectively, efficiently and ethically. This is because there is a great difference between digital and print information. At times we need specialized skills to be able to evaluate and use digital information properly.
href=http://21cif.imsa.edu/resources/difcore>
Information Literacy Model
The Society of College, National and University Libraries (SCONUL) in 1999 came up with the Information literacy model and Standards. (Also the British model for universities. The information skills model (see diagram) attempts to show diagrammatically the relationships between the ‘competent information user’ at the base level, and the much more advanced idea of information literacy. The ‘pillars’ show an iterative process whereby information users progress through Competency to expertise by practising the skills. Only those at the higher end will be practising the seventh skill level.
The seven pillars (Information Literacy Model)
1. The ability to recognize a need for information
2. The ability to distinguish ways in which the information 'gap' may be addressed
3. The ability to construct strategies for locating information
4. The ability to locate and access information
5. The ability to compare and evaluate information obtained from different sources
6. The ability to organise, apply and communicate information to others in ways appropriate to the situation
7. The ability to synthesize and build upon existing information, contributing to the creation of new knowledge
href=http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html>
Web 2.0 Tools
To begin with, Web 2.0 is a concept, not a product, a way of thinking, a way of working, collaborative, social, sharing, reusing, and mixing data, Mashups it is all about taking control of your information
We should note that though web 2.0 involves all sorts of technologies, it is not all about technologies but, it is more about content and information and on how these tools enhance information fluency.
We have numerous web 2.0 tools most of which aid in the promotion of IL. Some of them are: Blogs, Wikis, Myspace, Facebook, Tags, Flickr and many others. They will be discussed below and we shall look at how they are promoting or enhancing Information Literacy.
Blogs
Blogs are online diaries or journals created by individuals or companies and stored on the Internet. They generally consist of text and images appearing in chronological order with the most recent entry shown at the top of the page.
They are a powerful communication and publishing tool, create engagement and are sources of niche information. They are primary sources of information can contain some of the most current opinion on the web and are becoming a valid source to get the latest ideas about a subject.
The task of selecting from the over 72 million blogs is quite tough that is why it will require some assistance from librarians. Tools like Technorati ( http://technorati.com/) and Blogpulse (http://blogpulse.com/) can be useful aids.
Blogs can help to develop writing skills, encourage community and reflection, and thereby assist deep learning. With the support of academic staff they could be used in our teaching, with student content being collected into the teacher’s aggregator
Students doing major pieces of research could be encouraged to keep blogs as a way of recording progress, managing their time and reflection.
Blogs are a powerful tool for information but, there are some pertinent points to take note of when blogging
1. Blogger
2. Blog materials
3. Blog Influence
4. Content Depth
5. Language
6. Blog Activity
7. Blog timing
8. Blog bias
9. Blog usefulness
(Joyce Valenz llinois Mathematics and Science Academy evaluating blogs http://21cif.imsa.edu, http://21cif.imsa.edu/rkitp/assessment/v1n5/valenza1.5_blogeval.html)
Blogging librarians
UK library blogs
http://uklibraryblogs.pbwiki.com
Blogorama in internet Resources Newsletter
http://www.hw.ac.uk/libwww/im
In case you want to create a blog
www.blogger.com,
www.weebly.com,
www.blogsome.com
www.blogwebsites.net
http://www.squarespace.com/
Wikipedias or Wikis
Hawaiian word meaning 'quick' named by Ward Cunningham in 1994. It is an asynchronous collaborative tool he developed for use on the internet. They allow people to contribute to and add definitions or topics. Anyone can edit web 2.0 are offering low-cost, i.e wikis can enable users to build documentation and knowledge base systems. Wikis are flexible, many are free and an open source for information. Authors can choose to "subscribe" to a wiki page, meaning they are notified via email when anyone tries to change a page. They are free, of course, to re-visit the page and investigate what was written Also, the wikis software keeps track of every edit made and it's a simple process to revert back to a previous version of an article.
Wikis are used in libraries for: Document management Archiving or documentation Intranet collect best practices, good ideas, useful articles Collaboration by many (but wikis in libraries do have controlled access.) Knowledge base Project management tool internal Staff communication They are different from blogs in that they belong to no specific organisation, anyone can edit other people's work no one owns the content, unlike in blogs where a person owns their post and organised chronologically. Examples are: http://en.wikiversity.org. http://en.wikipedia.org, http://en.wikibooks.org. Wikiversity will be discussed below.
Wikiversity
This is an open course material started in 2006 and is devoted to learning resources and learning projects for all levels, types, and styles of education from pre-school to university, including professional training and informal learning. Look at its projects Wikipedias: An encyclopedia, Wikibooks: Textbooks http://en.wikibooks.org, Wiktionary: Dictionary, Commons: Media repository - Images, sound files etc. Wikisource: Source texts, Wikinews: News stories, Wikiquote: Quotations, Wikispecies: Directory of species
Social Networking ( Facebook, Myspace)
This include sites like MySpace and Facebook. Here, people, organisations, schools put up a public profile about themselves.
Facebook
Facebook applications are developed using the Facebook Platform (http://apps.facebook.com/login.php), which was launched on 25 May 2007. Utilizing the Facebook Developer Application, third-party programmers can create applications to suit their purposes. Applications can be created to provide a variety of services, such as displaying an RSS feed, searching an outside resource, or cataloging a person's recently seen movies, to name a few. A Facebook application is composed of several parts. In order to use a Facebook application, an individual must first add that application to his or her profile. Facebook maintains a searchable catalog of all Facebook applications. Libraries use it as a primary function to provide a means of searching the library's catalog from a Facebook profile. Most library applications are simple catalog search applications. These applications create a box in the user's profile with a search form. When a user enters a search term, the search is executed in a new browser window that loads the library's usual online catalog.
MySpace
MySpace allows organizations to have their own profile page, which can be used by a library as a different sort of home page. MySpace has a blog as a standard feature on profile pages, which many libraries use to keep their patrons up-to-date on library events. Most libraries also provide links to key resources such as article databases and reference guides on the profile page. MySpace has not encouraged third-party development in the way that Facebook and Google have, and for that reason there is significantly less innovation on MySpace. Nevertheless, a large number of libraries have built profile pages in MySpace to integrate themselves into their patrons’ social networking. A list of most or all the libraries on MySpace can be found at URL http://groups.myspace.com/myspacelibraries. Some examples of typical library profile pages are: University of Central Florida – www.myspace.com/ucfaskalibrarian University of Kentucky – www.myspace.com/uklibraries (Andrew Harris and Susan Lessick. 2007. Libraries Get Personal: Facebook Applications, Google Gadgets, and MySpace Profiles. Vol 24 pp 30-32. http://www.emeraldinsight.com )
Facebook applications are developed using the Facebook Platform (http://apps.facebook.com/login.php), which was launched on 25 May 2007. Utilizing the Facebook Developer Application, third-party programmers can create applications to suit their purposes. Applications can be created to provide a variety of services, such as displaying an RSS feed, searching an outside resource, or cataloging a person's recently seen movies, to name a few. A Facebook application is composed of several parts. In order to use a Facebook application, an individual must first add that application to his or her profile. Facebook maintains a searchable catalog of all Facebook applications. Libraries use it as a primary function to provide a means of searching the library's catalog from a Facebook profile. Most library applications are simple catalog search applications. These applications create a box in the user's profile with a search form. When a user enters a search term, the search is executed in a new browser window that loads the library's usual online catalog.
MySpace
MySpace allows organizations to have their own profile page, which can be used by a library as a different sort of home page. MySpace has a blog as a standard feature on profile pages, which many libraries use to keep their patrons up-to-date on library events. Most libraries also provide links to key resources such as article databases and reference guides on the profile page. MySpace has not encouraged third-party development in the way that Facebook and Google have, and for that reason there is significantly less innovation on MySpace. Nevertheless, a large number of libraries have built profile pages in MySpace to integrate themselves into their patrons’ social networking. A list of most or all the libraries on MySpace can be found at URL http://groups.myspace.com/myspacelibraries. Some examples of typical library profile pages are: University of Central Florida – www.myspace.com/ucfaskalibrarian University of Kentucky – www.myspace.com/uklibraries (Andrew Harris and Susan Lessick. 2007. Libraries Get Personal: Facebook Applications, Google Gadgets, and MySpace Profiles. Vol 24 pp 30-32. http://www.emeraldinsight.com )
Slideshare
An example of how to use web 2.0 to share information to the audience. This incorporates Microsoft PowerPoint and makes it easier for the users to share and receive information or ideas and thoughts from one another. Similar links pop up and you can easily find valuable information. http://www.slideshare.net/
Podcasting
A syndicated audio content in a multimedia file meant for a play device like ipod or personal computers. Delivered online by using RSS feeds. Can be shared with others. You can subscribe to a podcast in same way as you subscribe to an email newsletter. Promotes IL in that it can be used for:
Training: Instructional informational materials.
Story telling: for children or visually impaired.
Self-Guided Walking Tours: Informational content.
Talk Shows - Industry or organizational news, investor news, sportscasts, news coverage and commentaries. http://www.podcasting-tools.com/
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