Facilitating pupil thinking about information literacy

Pickard, Alison and Shenton, Andrew (2014) Facilitating pupil thinking about information literacy. The New Review of Children’s Literature and Librarianship, 20 (1). ISSN 1361-4541

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Official URL: http://dx.doi.org/10.1080/13614541.2014.863671

Abstract

Whilst information literacy is frequently taught through the imposition on learners of an established framework, this paper suggests a different approach by taking a lead from James Herring’s ideas. Specifically, it provides guidance to school-based information professionals who would like to encourage their pupils to devise their own flexible, information literacy models which are unique to them. Drawing on existing material in information science and wider thought, it proposes areas for coverage and considers how information professionals may support the dynamic process of model construction. It is recommended that those who are intent on facilitating the creation of personal information literacy models help pupils to identify the roles they take on in their lives, to reflect on the information needs that result, to ascertain the information they require in particular situations, to explore their information-seeking activities, to consider means by which information can be captured and to give thought as to how the information they have accessed may be used. This framework is, however, by no means rigid and readers are, of course, free to make their own adjustments.

Item Type: Article
Uncontrolled Keywords: information behavior, information literacy, modeling, schools
Subjects: P100 Information Services
X200 Research and Study Skills in Education
Department: Faculties > Engineering and Environment > Computer and Information Sciences
Depositing User: Alison Pickard
Date Deposited: 06 Jan 2014 09:41
Last Modified: 27 Aug 2017 09:33
URI: http://nrl.northumbria.ac.uk/id/eprint/14992

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