• Title/Summary/Keyword: Information Literacy

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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.

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).

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.

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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Analysis of British SCONUL's Information Literacy Standards (영국 SCONUL의 정보리터러시 기준 분석)

  • Choi, Jae-Hwang
    • Journal of the Korean Society for Library and Information Science
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    • v.49 no.2
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    • pp.5-26
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    • 2015
  • The aims of this study are to review the changes and trends of information literacy standards in higher education in the U.S. and the U.K.; to examine British SCONUL's two information literacy standards which were announced in 1999 and in 2011 respectively; and to compare and analyze the two information literacy standards (i.e., Core Model and Research Lens) which were released by SCONUL in 2011. By employing the research methods of literature review and content analysis, this study tries to find the implications that may be used as a basic data when the country's relevant institutions plan to consider the information literacy standards in higher education in the near future.

Information Literacy Education and the Impact of Self Awareness on Information Literacy and Libraries (정보활용 교육이 도서관과 정보활용능력 자가인식에 미치는 영향)

  • Jung, Young-Mi
    • Journal of the Korean Society for Library and Information Science
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    • v.43 no.4
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    • pp.265-280
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    • 2009
  • This study investigated whether information literacy education contributes to change and improvement in university students' self awareness of information literacy and libraries. The pre-test and the post-test which comprised the same questions on information literacy and libraries were executed on 47 students in an information literacy-related regular course at D University. The information literacy-related questions in the questionnaire were based on ACRL Information Literacy Competency Standards for Higher Education. The collected data were analyzed using Excel and SPSS.

A Study on an Analysis of Core Information Literacy Competencies for Information Literacy Instruction of Undergraduate Students in Design Discipline (디자인분야 대학생의 정보문해 교육을 위한 핵심 정보문해능력 분석에 관한 연구)

  • Kim, Sun-Hi
    • Journal of the Korean Society for information Management
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    • v.23 no.1
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    • pp.5-39
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    • 2006
  • Design discipline requires more specialized and sophisticated information literacy competencies necessary to effectively find and apply the information that students need for their teaming and the future independent designer than are outlined in general information literacy competencies. Therefore, The goals of this study is to identify specific information literacy competencies within the Design Discipline. This research analyzed design-specific core information literacy competencies through the literature analysis on the design goals & curriculum of four domestic universities and the NASAD standards & guidelines and verified those by Delphi Survey. The result showed that design discipline requires commonly 26 specific core competencies in seven broad categories and the these competencies are related to the time for information literacy Instruction. Also, The result analyzed that such majors in design as product design, visual design, need additionally more specialized and detailed competencies with specific focus and that design discipline requires commonly the information literacy competencies about general studies & fundamental ability.

A Study on the Evaluation of Information Literacy Program and the Development Ofits Design Principle (정보활용능력 교수효과 평가 및 교과설계에 대한 연구)

  • Kim, Sung-Won
    • Journal of Information Management
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    • v.41 no.4
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    • pp.23-40
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    • 2010
  • The needs for independent 'lifelong learning' is on the rise for the individuals living in today's fast-paced society. As a result, the significance of 'information literacy' as the core requirement for lifelong learning has become widely recognized. Some countries have even established standards for information literacy at the national level, and introduced programs to improve the overall level of information literacy in the school curriculum. In Korea, various studies have been done to identify the importance of information literacy, and also there are increasing offerings of information literacy programs in regular curriculum. Based on the result of self-efficiency assessment by the students who attended the information literacy courses, this study tries to examine the effects of those programs. It consequently confirms that these curriculums resulted in improvement of the information literacy of the students, and also provide some suggestions and guidelines for the design of the curriculum for information based on the findings.

From Skills to Practice: How Does Information Literacy Happen?

  • Lloyd, Annemaree
    • Journal of the Korean Society for Library and Information Science
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    • v.45 no.2
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    • pp.41-60
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    • 2011
  • The use of a practice perspective in the analysis of information literacy represents a shift in attention towards the enactment of information literacy as a social practice, and away from the information skills approach that has dominated information literacy research and education. The sociocultural perspective that underpins a practice-oriented approach highlights the role of practice and co-participation of the community in shaping the production, reproduction and circulation of knowledge, including knowledge about the appropriateness of information skills in relation to the context in which the skills are practised. This emerging view contrasts with the conventional approach to information literacy that has focused on the information skills of individuals as something that can be learned and transferred independently of context. This paper explores two questions: what is information literacy and, how does it happen? It then goes on to identify the implications of this approach for librarians and researchers.

Providing Information Literacy Service in Liaison with School Curriculum (학교의 교육과정과 연계한 정보문해 서비스)

  • Byun, Woo-Bock
    • Journal of Korean Library and Information Science Society
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    • v.38 no.4
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    • pp.19-44
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    • 2007
  • In this research, we have identified problems and countermeasures when school library provides information literacy service in liaison with school curriculum. The problems were misunderstanding information literacy as ICT skills, lack of books and librarians, and etc. So we emphasize importance of library and information in information literacy. And for countermeasures, we provide online guide to library resources, 'BIG6 problem solving model' for information literacy teaching-learning, teaching-learning plans for information literacy, formats for teaching-learning process.

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