What is Information Literacy?
The advancement of technology is constantly changing every aspect of society, from grocery shopping to public parking; everything is constantly changing as a result of technological advances. Schools and classrooms even appear differently because of technological devices that enhance classroom instruction, help teachers collect student data, and assess student progress. As technology advances, methods and curricula need to also advance (Russell, 2009). Technology is opening an information highway described as both informative and disruptive (Russell, 2009). Students in today’s classrooms are under the assumption that all information on the Internet is true; students must learn to discern scholarly from unreliable information. Teaching information literacy will prepare students for academic writing in higher education institutions. In education, information literacy significantly influences scholars, practitioners, and leaders.
Scholars and Information Literacy
Presently, students do not make libraries their first choice or even a choice at all (Badke, 2009). Scholars in today’s academic institutions do not know the difference between scholarly information and reliable information (Badke, 2009). Students type words or statements into Google’s search engine and think the information is coming from a reliable source (Badke, 2009), and now with Generative Artificial Intelligence, researching information has become even more complex.
When students receive information from Google or other search engines on the Internet, they assume the information is reliable; in some cases it is not, and students need to be able discern reliable from unreliable information. Students lack the understanding of what constitutes good-quality information (Russell, 2009, para.). Scholars in today’s academic institutions do not possess the information needed to access information from an academic library; scholars, nowadays seem to only know Google (Badke, 2009).
Information literacy is having the ability to identify when information is needed and to locate, evaluate, and use the information effectively (Kovalik, Yutzey, & Piazza, 2012). Information literacy is not remedial, but foundational and needs to be a part of every elementary and secondary school’s curricula (Badke, 2009). Teaching students how to discern between reliable and unreliable information is vital to education because students need to learn how to locate and use reliable information. The purpose for sending children to school is to learn new information; reliable or true information. Scholars must incorporate the same reliable information into writing assignments and research papers.
Practitioners and Information Literacy
Educators are the role models with whom students interact every day. As role models, teachers have the tremendous responsibility to influence students, especially in the area of academics (Russell, 2009). During classroom instruction, teachers need to use reliable information and model for students just how to get reliable information. For example, instead of accessing information on Google, arranging a field trip to the neighborhood library or the school’s library is a resourceful way to model how to obtain reliable information for students. Families can also arrange a trip to the library with their children. Teachers become overwhelmed by jargon-rich details found in the Association of Colleges and Research Libraries, which prevents teachers from implementing information literacy into the class curriculum (Russell, 2009); however, librarians have the knowledge and training to teach young scholars about Information Literacy.
In addition, educators are practitioners and must practice and model everything students must implement in classwork (Russell, 2009). Information literacy courses must be framed in an easy way to implement into any curriculum; information needs to apply to every discipline (Russell, 2009). Information Literacy should be added to the curriculum beginning in upper elementary and continued through the secondary education level. Also, any teachers do appear eager to learn more about information literacy and teaching students how to become information literate (Kovalik, Yutzey, & Piazza, 2012). Maybe information literacy can be an added course to teacher-preparation programs.
Leaders and Information Literacy
Today’s educational system is designed to prepare scholars to become future leaders; scholars practice the new information obtained in school. Academic leaders use new information to enhance the educational field. The new information leaders obtain must be reliable and based on facts or research; not feelings or opinions. Scholars and practitioners recognize the changing way in which leaders govern communities, and academic institutions must prepare students for the changing world (Jacobson & Warner, 2008). The only way to help scholars stay informed about current events and a changing Global Economy is by teaching them how to find reliable, accurate information.
Leadership is no longer just one person controlling an organization or community, but a group of individuals working together to solve problems (Jacobson & Warner, 2008). Preparing scholars with reliable information will equip them with effective problem-solving skills (Jacobson & Warner, 2008). Leadership is an entity that people look to for problem-solving techniques or new methodologies which is why leaders must be information literate to make improvements that will bring about positive change (Jacobson & Warner, 2008).
Conclusion
In conclusion, educators at all levels must make sure that all students understand how to locate, evaluate, and effectively use reliable information (Turusheva, 2009, para.). Information literacy is vital for the success of scholars, practitioners, and leaders. Students must not be vulnerable to trusting the non-filtered information on the Internet and must learn how to identify authentic and reliable information from fraudulent information. Curriculum developers must incorporate information literacy into classroom resources, such as textbooks and software. By integrating information literacy into content specific material, teachers will not be hesitant to teach information literacy. Teaching information literacy in stages will render more effective results. Everyone must be information literate to evaluate and use “real” or authentic information.
References
Badke, W. (2009, July August ). How We Failed the Net Generation. Online, (), 47-49. Retrieved from University of Phoenix Library website: https://portal.phoenix.edu/library.html
Jacobson, W. S., & Warner, D. (2008). Leading and Governing: A Model for Local Government Education. (cover story). Journal Of Public Affairs Education, 14(2), 149-173. Retrieved from University of Phoenix Library website: https://portal.phoenix.edu/library.html
Kovalik, C. L., Yutzey, S. D., & Piazza, L. M. (2012). Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills. Contemporary Issues In Education Research, 5(3), 153-166. Retrieved from University of Phoenix Library website: https://portal.phoenix.edu/library.html
Russell, P. (2009). Why Universities Need Information Literacy Now More Than Ever. Feliciter, 55(2), 92-94. Retrieved from University of Phoenix Library website: https://portal.phoenix.edu/library.html
Turusheva, L. (2009). Students’ Information Competence And Its Importance For Life-Long Education. Problems Of Education In The 21st Century, 12(), 126-132. Retrieved from University of Phoenix Library website: https://portal.phoenix.edu/library.html