Specific Aspects of Information Literacy (Shapiro and Hughes, 1996)
In "Information Literacy as a Liberal Art", Jeremy J. Shapiro and Shelley K. Hughes advocated a more holistic approach to information literacy education, one that encouraged not merely the addition of information technology courses as an adjunct to existing curricula, but rather a radically new conceptualization of "our entire educational curriculum in terms of information".
Drawing upon Enlightenment ideals like those articulated by Enlightenment philosopher Condorcet, Shapiro and Hughes argued that information literacy education is "essential to the future of democracy, if citizens are to be intelligent shapers of the information society rather than its pawns, and to humanistic culture, if information is to be part of a meaningful existence rather than a routine of production and consumption".
To this end, Shapiro and Hughes outlined a "prototype curriculum" that encompassed the concepts of computer literacy, library skills, and "a broader, critical conception of a more humanistic sort", suggesting seven important components of a holistic approach to information literacy:
- Tool literacy, or the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.
- Resource literacy, or the ability to understand the form, format, location and access methods of information resources, especially daily expanding networked information resources.
- Social-structural literacy, or understanding how information is socially situated and produced.
- Research literacy, or the ability to understand and use the IT-based tools relevant to the work of today's researcher and scholar.
- Publishing literacy, or the ability to format and publish research and ideas electronically, in textual and multimedia forms ... to introduce them into the electronic public realm and the electronic community of scholars.
- Emerging technology literacy, or the ability to continuously adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.
- Critical literacy, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.
Ira Shor further defines critical literacy as " of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse".
Read more about this topic: Information Literacy
Famous quotes containing the words specific, aspects and/or information:
“Most parents aren’t even aware of how often they compare their children. . . . Comparisons carry the suggestion that specific conditions exist for parental love and acceptance. Thus, even when one child comes out on top in a comparison she is left feeling uneasy about the tenuousness of her position and the possibility of faring less well in the next comparison.”
—Marianne E. Neifert (20th century)
“All the aspects of this desert are beautiful, whether you behold it in fair weather or foul, or when the sun is just breaking out after a storm, and shining on its moist surface in the distance, it is so white, and pure, and level, and each slight inequality and track is so distinctly revealed; and when your eyes slide off this, they fall on the ocean.”
—Henry David Thoreau (1817–1862)
“Many more children observe attitudes, values and ways different from or in conflict with those of their families, social networks, and institutions. Yet today’s young people are no more mature or capable of handling the increased conflicting and often stimulating information they receive than were young people of the past, who received the information and had more adult control of and advice about the information they did receive.”
—James P. Comer (20th century)