The Cultural Commons of Teen Literacy

Kimmel, Sue C.; Dickinson, Gail; Doll, Carol A.

doi:10.1007/978-3-319-06314-0_9

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…Promoting and developing these skills is essential in contemporary knowledge-based societies; as so much information is now readily available through smartphones, tablets and laptops, students need to have the skills to access, use, understand, evaluate and share this information. Developing students' IL skills has benefits not only for their education, but also in their everyday life and as adults, in the workplace (Smith, 2003;Reed & Stavreva, 2006;Klebanksy & Fraser, 2013;Kimmel, Dickinson & Doll, 2014). Doyle (1999) and Laverty, Reed and Lee (2008) have argued that a critical pre-requisite for pupils to develop effective IL skills is strong teacher competencies with regard to information handling, and that teachers must become information literate.…”

Section: Introductionmentioning

confidence: 99%

Teachers and information literacy:

Shannon

Reilly

Bates

2019

JIL

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Building on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post-primary schools (the age range for pupils in post-primary schools is 11–18) throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that, despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.

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Section: Introductionmentioning

confidence: 99%

Teachers and information literacy:

Shannon

Reilly

Bates

2019

JIL

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“…This 'education on the go' expands the boundaries of anytime, anywhere learning and will play an essential role in the development of curriculum and pedagogical approaches in the future (Ally, 2004;Kukulska-Hulme, 2005;Saunders, 2012;Wu et al, 2012). In addition, Candy (2002), Kimmel, Dickinson, and Doll (2014) and Peacock (2001) contend that learning beyond the world of academia is part of the aim of IL as it promotes critical thinking, increases information competencies and equips individuals for lifelong learning. Information literacy is commonly defined as the ability to locate, to access, evaluate, and use information that cuts across all disciplines, all learning environments, and all levels of education (Association of College & Research Libraries' Information Literacy Competency Standards for Higher Education, 2000;Saunders, 2012).…”

Section: Introductionmentioning

confidence: 99%

Information literacy skills on the go

Hanbidge

Tin

Sanderson

2018

JIL

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Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning. Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills. Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended.

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“…With so much information available at our fingertips through smartphones, tablets and laptops, students need to have the skills to enable them to access, use, understand and share this information. Developing these IL skills in pupils will not only benefit them throughout their education, they will be able to use them in their everyday life and in the workplace (Smith, 2003;Reed & Stavreva, 2006;Klebanksy & Fraser, 2013;Kimmel et al, 2014). A pre-requisite for pupils to develop effective IL skills is strong teacher competencies with regard to information handling (Laverty et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

School library staff perspectives on teacher information literacy and collaboration

McKeever¹,

Bates

Reilly³

2017

JIL

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Pupils need to develop information literacy (IL) skills in schools in order to be active members of a skilled workforce, for lifelong learning and digital citizenship. However, there has been little focus on the extent to which this happens in a classroom setting and on information competencies of teachers. As part of a broader study of teachers' knowledge and perceptions of IL, librarians in schools in Northern Ireland were interviewed. Findings reveal low levels of collaboration with teachers. Recommendations are made regarding how to overcome challenges involved in developing teachers' IL so that they can better support learners. How strong a presence does IL have in initial teacher education courses in NI?  What do teachers think about IL in the curriculum?  Are teachers teaching IL skills? This paper focuses on the first question from the perspective of school library staff, as they were able to provide insight into teacher-school librarian relationships and the extent to which teachers engage with the school library in relation to IL.

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The Cultural Commons of Teen Literacy

Cited by 3 publications

References 9 publications

Teachers and information literacy:

Teachers and information literacy:

Information literacy skills on the go

School library staff perspectives on teacher information literacy and collaboration

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