Has anyone read 'Turning Techno-Savvy into Info-Savvy: authentically
integrating information literacy into the College curriculum' by Cecelia
Brown, Teri J Murphy and Mark Nanny in Journal of Academic Librarianship,
Vol. 29 No. 6 pp386-398?
It is a case study which "reports a series of hands-on/minds-on information
literacy activities that dissolve [a] student's misconception that
"techno-savvy" is synonymous with information literate." Not all of today's
teachers are both techno-savvy and info-savvy; they may be one or the other,
but not always both. Today's librarian has to be both, especially in an
educational institution, and training our students to be informed
information seekers is fast becoming/has become a key role I would argue.
Many students/children/adult learners can press the buttons on a computer
keyboard with great ease - deciphering what they are presented with can be a
problem for some or many. Having decided on an information source, can they
then evaluate the information found? Have they been asked to do this by
their teachers/tutors in the first place? If so, how important is this
exercise rated within the curriculum?
Deciding the nature of the enquiry, and finding information relevant to it,
forms the basis of the reference enquiry - familiar to all trained
librarians. It is a skill much needed by many in the information seeking
world - teachers, students, children, adult learners, in fact anyone who
'wants to know more'. Surely, it's our job to show the way?
Alison Harling
Resource Based Learning Instructor
Calderdale College
Halifax
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