Musings about information literacy in school settings. Old and new questions

Tibor KOLTAY 2

Tibor Koltay

Department of Information and Library Studies, Szent István University,

Jászberény&

Department of Library and Information Science, University of West HungarySzombathely

Hungary

koltay.tibor@abk.szie.hu

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A basic idea

Is responsibility for information literacy education in the Web 2.0 era solely up to public librarians? (Godwin, 2008).

It is integral part of all librarians’ role; There are differences.

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Strong enough?

Information literacy especially the lack of information literacy is of more importance to information

professionals, than to other players of the information

and education arena (Bawden and Robinson, 2009).

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The Digital Renewal Action Plan (2010)

Uses both information literacy and digital literacy.

Both restricted to the efficient use of ICT

insufficient understanding (Badke, 2010)

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LIS education

Szent István University University of West Hungary

A minimal framework Definitions of IL; The different literacies (incl. digital

literacy); Literacy, functional literacy;

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The importance of information literacy for information professionals in context of the changing role of library and lifelong learning

University of Pécs specialization in information literacy

pedagogy

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Old questions

Does the present educational practice prepare schoolchildren for approaching information critically?

Is it fit for lifelong learning?

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Still valid

Furnishing schools with new electronic equipment

Education for the skills to use it

Does it contribute to equal opportunity among schoolchildren? (Dömsödy, 2005)

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Different cultures

Librarians and teachers of computing have difficulty to understand each other and to cooperate

In the Bologna system there is no possibility to acquire a degree as a teacher librarian.

Teachers of computing are educated in big masses.

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Computing teachers

The requirements for the entry and graduation, as well as curricula are not adequate to teach the whole spectrum of IL.

It is restricted to computing (Dömsödy, 2011).

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Are digital natives information literate? False mythology. „Today’s highly technological students

continue to fail miserably at most aspects of sophisticated information handling (Badke, 2010).

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Digital natives

This generation is far from being homogeneous (Selwyn, 2009).

Exaggerated claims: both positive or negative

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Multitasking

Students need to learn when is it necessary to focus their attention (Rheingold, 2010)

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Good practice from Hungary

The Digital fortress game Part of the eMapps project for motivating

active Participation of primary schoolchildren in digital online technologies for creative opportunities through multimedia.

Players apply traditional and digital resources in challenging and competitive situations (Ördögné 2008)

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References

Badke, W. (2010). Why Information Literacy is Invisible. Communications in Information Literacy, Vol. 4, No. 2, 129-141. http://www.comminfolit.org/index.php/cil/article/view/Vol4-2010PER3/119

Bawden, D. & Robinson, L. (2009). The dark side of information: overload, anxiety and other paradoxes and pathologies. Journal of Information Science, Vol. 35, No. 2, 180-191.

Dömsödy, A. (2011). Az információs műveltségről alkotott nézetek. Könyvtári Figyelő, Vol. 57, No. 1, http://ki.oszk.hu/kf/2011/04/az-informacios-muveltsegrol-alkotott-nezetek/

Dömsödy A. (2005). Információs társadalom, informatika és könyvtár-pedagógia. Iskolakultúra, Vol. 15, No. 12, 12-20.

Godwin, P. (2008). Introduction: making the connections, in Godwin, P. & Parker, J.(Ed.) Information literacy meets Library 2.0, Facet, London, 3-18.

Ördögné Kovács, M. (2008) Lost in the sea of information. Introducing the Digital Fortress game. (English abstract) Játékok és mobil technológia a tanulásban. Szombathely: Savaria University Press.

Rheingold, H. (2010). Attention, and Other 21st-Century Social Media Literacies. EDUCAUSE Review, Vol. 45, No. 5, , 14-24.

Selwyn, N. (2009). The digital native – myth and reality. Aslib Proceedings, Vol. 61, No. 4, 364-379.