Thursday, August 19, 2004

INFORMATION LITERACY IN ELECTRONIC ENVIRONMENTS FANTASIES, FACTS, AND FUTURES . This is by Ross Todd of the University of Technology, Sydney. It was presented at the 2000 IATUL Conference at the Queensland University of Technology, Brisbane, Queensland, Australia 3rd - 7th July, 2000.

From the site:

In recent years, librarians, and particularly librarians in academic institutions, have invested considerable interest, energy and program development centring on information literacy. The complexity of this area is acknowledged: the multidimensional nature of the collective consciousness of information literacy; the variety of philosophical assumptions underpinning different conceptions of information literacy; the multidisciplinary contexts in which information literacy research is situated; the different professional approaches to the implementation and evaluation of information literacy initiatives; and indeed, the range of perceptions related to the why information literacy initiatives are indeed worthwhile. Central to the collective consciousness are concepts such as lifelong learning, independent learning, learning needs, information overload, and information rich, concepts that are central in the advocacy role that librarians, as chief protagonists, are playing in the information literacy agenda. The clarion call to information literacy has been heightened by developments in access to networked information technology, and the shift from a paper-based to a digital information environment. The development of the “digital library” or “virtual library” in particular has created an information environment that is complex and fluid, connective and interactive, and diverse and unpredictable, and where the professional provision of information is no longer constrained by time and place. It is becoming increasingly clear that information technology and the development and management of digital collections and information services is challenging and reshaping the way libraries do almost everything they do, and this has major implications for information literacy initiatives.

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