The model covers different information seeking processes as parts of the contextual unit of Information Literacy heading towards transliteracy. By using the model we hope to instill a more comprehensive insight into how Information Literacy is related to quality improvement and organisational learning.
Generates implications Embodies a point of view 3 Critical thinking, as its own unique form of assessment, aims to get students to distinguish between empirical and factual evidence by applying higher order thinking to their own mental processes of receiving, taking apart, and synthesizing information.
In addition, students balance all of this with an awareness of their own subjective judgment. Assignments created with the learning outcome of critical thinking in mind strive to create a fair and balanced outcome and parallels similar skills that will be required for future practical application.
In their article on the importance of this outcome for graduate and experienced nurses, Fero, et. Even though this case study incorporates situations aimed to exercise the critical thinking skills of its student membership, there are points at which information literacy competencies come into play.
This is a perfect example of an inherent collusion between critical thinking and information literacy, as the scenarios presented in these videotapes require evaluation of visual information and critical thinking, which will then lead to an understanding of the information needed to resolve these problems.
If professional disciplines, such as nursing, look to specific competencies for graduates entering the workforce, then educational institutions should meet this same need by embedding competencies in the curriculum. For example, Washington State University has codified critical thinking for its student and faculty membership, by creating an online Critical and Integrative Thinking Rubric.
It serves as an institution-wide foundation for learning assessment across disciplines. A class taught at WSU on investigations into the arts, manipulated the existing baseline of the Critical and Integrative Thinking Rubric to achieve its own critical thinking outcome for its course.
These malleable rubrics are very useful in standardizing learning outcomes and setting clear guidelines for students to follow.
Presenting and following a scoring rubric with an assignment can also take a lot of the subjective evaluation out of assessment and point students toward clearly stated goals. Until death us do part Clearly, there is a shared relationship between information literacy and critical thinking. Critical thinking comes into play when getting students on the path to looking at information and using it judiciously in light of their topic.
Library information instruction sessions have been following a trend which seeks to blend these two together, getting students to look at websites, articles, media items, and other online content with a critical eye toward evaluating these sources for credibility.
Library instruction incorporates brainstorming or concept mapping into sessions, providing students with a creative approach to generating a purpose for their assignment.
Increasing numbers of instructional librarians also devote time to the evaluation of information, which ultimately takes students out of the pre-packaged box of research databases and into the frontier of the freely available information online.
Ellie Collier in her post, In Praise of the Internet: Shifting Focus and Engaging Critical Thinking Skillstouches upon this very relationship existing between information literacy and critical thinking. Both critical thinking and information literacy work together in a partnership, each leaning on and supporting the other.
Li Zhang points to this very relationship between these two competencies, stating: An information literate student will be able to formulate research queries and create search strategies that reflect an understanding of information sources and their organization, analyze the data collected for value, and ultimately incorporate the data to solve problems.
This literacy or competency goes beyond simply acquiring knowledge; it involves the process of critical thinking, which emphasizes reasoning, forming judgment about the evidence, and determining when new information must be generated.
As Zhang suggests, engaging students in that grey area between information literacy and critical thinking will foster direct engagement with information, and help them make connections between their research needs and the information available to meet those needs.
Specifically, Zhang focuses on the following: If you are an instructional librarian who loves to get your students thinking and talking about information, then you already know it is impossible to draw a clear line between information literacy and critical thinking.
Opening up the relationship Increasingly, information literacy has become a national concern, stemming from a rapidly changing information and technology landscape. This includes print and electronic content, photographs, videos, podcasts, blogs, government documents, corporate records, institutional archives, and information formats yet to be defined.
The concern for information literacy has had a long history, punctuated by different modalities: As information rapidly changes in appearance and content, it is of import for information literacy to be a part of the conversation regarding other literacy modalities.
The landscape of information literacy is changing, and these 21st century skills will also change the way students access, evaluate, incorporate, and use information effectively. Perhaps now and in the future, writing research papers may not be the primary method of student assessment at every higher education institution, and may not always coincide with every institutions mission for its student membership; however, in an increasingly networked world the necessity for an information literacy learning outcome is paramount.
Beyond equipping students to interact with and use technologies effectively, being able to navigate information-rich environments is critical.
All by myself… The necessity for classroom embedded information literacy skills is unavoidable. When navigating different user groups e.
Higher education institutions have taken a stand on the importance of information literacy, emanating standards and guidelines for the information competent individual from state and local government. Information literacy, which encompasses information fluency and information technology mastery, is critical to success in higher education and lifelong learning.Information literacy competency standards and critical thinking in higher education Article in International Journal of Pharmacy and Technology 81(8) · April with Reads.
Teaching Information Literacy in Higher Education offers suggestions on how to solve this challenge by including academic formation as an integral part of university/college studies.
The authors discuss the various aspects of how academic integrity and information literacy are linked to learning 5/5(1).
Some challenges include motivating students to learn information literacy skills; assessing student mastery of concepts and skills; training librarians to serve as instructors and instructional designers (Grassian & Kaplowitz, ); advocating the value of information literacy (Bawden, ) in an environment of competing literacies (Snavely & Cooper, ); and preparing students for business .
Merging Critical Thinking and Information literacy Outcomes thinking to the ACRL Information Literacy Competency Standards for Higher Education (ACRL Standards) one will be disappointed in the. This review, in examining both the library and education literatures, explores two challenges currently facing many higher education faculty, librarians, and administrators: how one defines both information literacy and critical thinking skills, and who should be responsible for .
"Critical thinking is thinking that assesses itself" (Center for Critical Thinking, b). "Critical thinking is the ability to think about one's thinking in such a way as 1.
To recognize its strengths and weaknesses and, as a result, 2.