Abstract
| Language | English |
|---|---|
| Pages | 335-352 |
| Number of pages | 18 |
| Journal | Studies in Higher Education |
| Volume | 28 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Aug 2003 |
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Keywords
- information literacy
- higher education
- case study
- librarians
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Information literacy in higher education : a review and case study. / Johnston, Bill; Webber, Sheila.
In: Studies in Higher Education, Vol. 28, No. 3, 08.2003, p. 335-352.Research output: Contribution to journal › Article
TY - JOUR
T1 - Information literacy in higher education
T2 - Studies in Higher Education
AU - Johnston, Bill
AU - Webber, Sheila
PY - 2003/8
Y1 - 2003/8
N2 - The aim of this article is to review and critique the current state of information literacy education, and propose a way forward. Key developments in the UK, USA and Australia are reviewed, including standards and models of information literacy. The place of information literacy in the higher education curriculum is discussed. Problems with current practice are identified, in particular, prescriptive guidelines which encourage a surface learning approach; delivery by librarians who may lack both educational training and power to influence the curriculum; and poor assessment methods. Alternative approaches are highlighted. A case study of a credit bearing information literacy class, offered by the authors to undergraduates at Strathclyde Business School, is analysed, to argue that information literacy can stand alone as a subject of study, with appropriate learning and teaching methods. The article concludes by proposing models for the information literate student and the information literate university.
AB - The aim of this article is to review and critique the current state of information literacy education, and propose a way forward. Key developments in the UK, USA and Australia are reviewed, including standards and models of information literacy. The place of information literacy in the higher education curriculum is discussed. Problems with current practice are identified, in particular, prescriptive guidelines which encourage a surface learning approach; delivery by librarians who may lack both educational training and power to influence the curriculum; and poor assessment methods. Alternative approaches are highlighted. A case study of a credit bearing information literacy class, offered by the authors to undergraduates at Strathclyde Business School, is analysed, to argue that information literacy can stand alone as a subject of study, with appropriate learning and teaching methods. The article concludes by proposing models for the information literate student and the information literate university.
KW - information literacy
KW - higher education
KW - case study
KW - librarians
UR - http://www.tandfonline.com/doi/abs/10.1080/03075070309295
U2 - 10.1080/03075070309295
DO - 10.1080/03075070309295
M3 - Article
VL - 28
SP - 335
EP - 352
JO - Studies in Higher Education
JF - Studies in Higher Education
SN - 0307-5079
IS - 3
ER -