• Title, Summary, Keyword: Information Literacy

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Develop and Deliver Essential Information Literacy Programs

  • Eisenderg, Michael B.
    • Journal of the Korean Society for Library and Information Science
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    • v.45 no.2
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    • pp.5-21
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    • 2011
  • There is an explosion of talk about crucial, new literacies for the 21st Century, for example critical thinking, problem-solving, media literacy, technology literacy, digital literacy, visual literacy. The other day, there was even an article about "gaming literacy!" How does one make sense of it all? The common factor in all these literacies is "information" - information seeking, information use, information processing, information presentation, and information evaluation. And, these "information" elements come together in information literacy: the ability to engage in effective and efficient information problem-solving. Information literacy is the overarching and unifying literacy, and all libraries have a unique and essential role to play in delivering meaningful information literacy programs to people of all ages. In this keynote paper and address, Professor and Dean Emeritus Mike Eisenberg will define the concept and structure of library-based information literacy programs and offer strategies for developing and implementing information literacy programs that are comprehensive(reaching all users), predictable (consistent over time), and accountable(measured and reported).

A Study on the Development of Conceptualization Model for Reading, Information, ICT, and Digital Literacy (독서·정보·ICT·디지털 리터러시의 개념화 모델 개발 연구)

  • Park, Juhyeon
    • Journal of Korean Library and Information Science Society
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    • v.49 no.2
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    • pp.267-300
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    • 2018
  • The purpose of this study is to develop conceptualization models of reading, information, ICT, and digital literacy through conceptual differences of these literacy by reviewing and defining the concepts of literacy as well as reading, information, ICT, and digital literacy. Computer literacy has emerged as a concept that explains the phenomenon of contemporary social, cultural, and information technology development, and since then, computer literacy has since changed to IT, ICT literacy, and digital literacy. As a result of the study, a conceptualization model of the reading, information, ICT, and digital literacy was developed. In this model, these literacy whose terms have changed according to the technological development of media, have been classified as medium-centered literacy. And reading and information literacy that focuses on the cognitive process of understanding, utilizing, and evaluating texts and information is categorized as process-oriented literacy. In the digital environment, reading and information literacy is a core competence to critically think and evaluate the texts that are on media, and further research is needed to reduce the reading and the information gap among readers.

The Relationship between Information Literacy and Developmental Trends in Early Childhood (유아의 정보화 능력에 따른 유아발달 경향 탐색)

  • Jo, Jun-Oh;Hwang, Hae-Ik
    • Korean Journal of Child Studies
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    • v.32 no.5
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    • pp.151-165
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    • 2011
  • The purpose of this study was to examine the relationship between the information literacy of preschoolers and their developmental trends. The subjects in this study were 122 preschoolers. After taking tests in information literacy and early childhood development, the collected data was analyzed. The findings of the study were as follows : First, there were gaps among the preschoolers in the level of early childhood development according to the relative levels of their information literacy. When a post-hoc analysis was carried out to investigate intergroup differences in detail, there were statistically significant gaps between the preschoolers with excellent information literacy and those with intermediate-or poor information literacy, and between the preschoolers with intermediate information literacy and those with poor information literacy. Second, the differences in terms of the levels of information literacy and the impact these differences made to their body, cognition, language, sociability and emotions which comprise the five subfactors of the early childhood development inventory were checked after the mutual influence of the five subfactors was controlled. As a result, statistically significant gaps were apparent in all the subfactors of early childhood development according to relative levels of information literacy. The preschoolers who had a better level of information literacy exhibited a statistically significantly better level of development in every subfactor.

An Exploration for Direction of the Curriculum Development through the Analysis of Media Information Literacy Competencies and Contents (미디어정보 리터러시 역량과 교육내용 분석을 통한 교육과정 개발 방향 탐구)

  • Park, Juhyeon
    • Journal of the Korean Society for information Management
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    • v.37 no.2
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    • pp.119-144
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    • 2020
  • The purpose of this study is to obtain basic information and implications for developing media information literacy curriculum by comparing and analyzing UNESCO's media and information literacy competencies and AASL's key competencies with the 2015 Revised Curriculum and the Library and Information Life curriculum. As a result of the analysis, First, UNESCO's MIL and AASL's key competencies in media information literacy were related to the competencies of the 2015 Revised Curriculum. Second, UNESCO's MIL included more aspects of the composition and competencies of information literacy than media literacy. For this reason, it could be said that media information literacy more appropriately reflects the content pursued by media literacy education than media literacy. Third, UNESCO's MIL included more training content for media literacy than information literacy. Fourth, the contents of media literacy were found to be insufficient in the Library and Information Life curriculum compared to the education contents of library and information literacy. Fifth, the competency standards related to media information literacy and Libraries and Information Life did not present cultural sensitivity competency. Based on the results of the study, It is necessary to develop a media information literacy curriculum that fuses the contents of media literacy beyond the information literacy that use library resources.

From Information to Knowledge: The Information Literacy Conundrum

  • Todd, Ross J.
    • Journal of the Korean Society for Library and Information Science
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    • v.44 no.4
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    • pp.131-153
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    • 2010
  • The fusion of learning, information, and technology presents dynamic challenges for all librarians, educators and students in 21st century libraries and schools. At the heart of this fusion is the growth of a pervasive, integrated information environment characterized by vast quantities of digital content, open choice, collaborative and participatory digital spaces, and the transition of the web environments from consumption of information to creation of information. This environment heralds important opportunities for librarians and teachers to rethink, re-imagine and recreate a dynamic approaches to information literacy instruction. Drawing on an extensive body of research undertaken through the Center for International Scholarship in School Libraries (CISSL), and published research on both information literacy and constructivist learning, this paper provides a critical examination of the current status of information literacy: its multiple conceptualizations, competing models, viewpoints, and its operationalizations in educational and library environments. The paper will challenge information literacy practices which center on simplistic, reductionist approaches to information literacy development, and the separation of information process and knowledge content. In particular it will address apparent contradictions in espoused conceptions of information literacy which revolve around "knowledge": knowledge construction, critical thinking, problem solving and the development of knowledgeable people; and information literacy practices which revolve around "information": a predominant focus on skills of access and evaluation of resources and with less attention given to engaging with found information to develop deep knowledge and understanding. The paper will present a series of challenges for moving forward with information literacy agendas in libraries and schools.

A Study about the Concept of Data Literacy based on Digital Humanities (인문학 기반 데이터 리터러시 개념에 대한 연구)

  • Han, Sang Woo
    • Journal of the Korean Society for information Management
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    • v.35 no.4
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    • pp.223-236
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    • 2018
  • The purpose of this study is to suggest the concept of data literacy and its detailed competencies based on humanities focused on LIS. To do this, we define the concept of data literacy by comparing and analyzing researches related data literacy, data information literacy, and digital literacy in domestic and foreign. And we design the basic 11 elements of data literacy based on digital humanities concepts. The result of this study is expected to be used as a basic data when design henceforward data literacy framework.

A Study on the Development of Media Information Literacy Concept and Educational Contents (미디어정보 리터러시 개념과 교육내용 개발)

  • Park, Juhyeon;Kang, Bong-suk
    • Journal of Korean Library and Information Science Society
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    • v.51 no.3
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    • pp.223-250
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    • 2020
  • The purpose of this study is to define the concept of media information literacy and to develop educational content. To achieve the purpose of the study, literature analysis, interviews with field experts, and surveys with teacher librarians were conducted. The field experts recognized the media as a tool to use information and recognized information problem-solving skills, reading comprehension ability, media functions, case activities, and affective domain as the areas of media information literacy education. The teacher-librarians thought that information and media literacy which include its competency and educational content are more important than the digital literacy. As a result of the study, the concept of media information literacy was defined as knowledge, skills, and attitudes including the concepts of literacy, media literacy, information literacy, and digital literacy. In addition, educational contents of media information literacy were developed so that 'participation in democratic society', 'classification of media tools and contents', 'basic human rights', 'skills', 'digital tool manipulation' and 'information problem solving process' can be combined and applied in context.

A Study on the Analysis of Educational Content and Curriculum of UNESCO's Media and Information Literacy (UNESCO의 미디어와 정보 리터러시의 교육내용 분석과 교육과정에 관한 연구)

  • Park, Juhyeon
    • Journal of the Korean Society for Library and Information Science
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    • v.54 no.2
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    • pp.349-374
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    • 2020
  • The purpose of this study is to explore the concept, contents, and curriculum of MIL(Media and Information Literacy) proposed by UNESCO from the perspective of Library and Information Science to obtain the basic information necessary for the revision of the Library and Information Life curriculum and to derive implications. As a result of the analysis, UNESCO used the term MIL to highlight the characteristics and importance of information literacy in media education. The information literacy and library literacy were key factors in forming the concept and curriculum of MIL. UNESCO also presented 'information literacy and library skills' as essential areas of the MIL curriculum, as well as core competencies and achievement criteria. In addition, the MIL curriculum actively embraces information literacy and library literacy, with the five laws of MIL based on the five laws of library science. The results of this study could be used as a basis for the reason why MIL should be actively accepted in Library and Information Science and for the revision of Library and Information Life curriculum.

Information Literacy Gap of Migrant Workers in the Multicultural Society (다문화사회의 이주노동자의 정보리터러시 격차)

  • Lee, Soo-Sang;Jang, Im-Sook
    • Journal of Korean Library and Information Science Society
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    • v.41 no.3
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    • pp.391-419
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    • 2010
  • The purpose of this study is to investigate the factor that brings about information literacy gap by comparing and analyzing the group with high level and not so high level information literacy for migrant workers and to seek policy to clear the information literacy gap. To accomplish such purpose, the author found the operation of various factors that bring about information literacy gap through in-depth interview of migrant workers and working level NGO staff. The result of interview revealed that information literacy gap of migrant workers is generated by the complex operation of personal characteristics, technical factor, social and economical factor, government policy factor and so on.

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