How Information Literacy, Technology & Digital Media Unite

When one thinks of being literate, they generally think of one having the ability to read and write.  The term can be further broadened as competence in “knowledge that relates to a specified subject” (Merriam-Webster).  One can become literate in a variety of languages or in a variety of competencies such as map reading, computer coding, scientific literacy, media, and digital literacy. A more detailed description of information literacy is defined as,

“The set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning” (ALA, 2015).

So how do we as librarians help educate our students and enhance their information literacy skills to prepare them for the success in work and life outside of our walls? We can consult industry frameworks such as those provided Partnership for 21^st Century Learning (P21) as guidelines to designing lessons and library programs.

For more info check out https://www.battelleforkids.org/networks/p21/frameworks-resources

Within the library we must teach students how to locate, access, inquire, evaluate, use, and manage information responsibly from authoritative sources to expand student cognitive abilities and critical thinking skills. We need students to be literate in tech resources and programs used without our media centers to best assist them in locating print books and online resources and reference systems to meet their research needs. Gone are card catalogs and encyclopedias.  If you want to research, you need to be tech savvy as library databases are all digital.  Students need instruction on how to use and search them before they can even obtain information.  Information literacy, technology, and digital media have come to a point where they intertwine to best meet student needs.

For a fun video on using library databases check out tips on keyword searches at https://vimeo.com/12861706

We can extend classroom learning by collaborating with educators to align curriculum while implementing digital media to enhance student learning. The basis of which technology programs are used should be determined by library framework/core values, school standards, student needs, district compliance and evidence-based research. Teachers must establish educational goals and determine which programs are age appropriate and will best equip the learner.  As students have varying reading levels of print materials, they also have varying levels of technology savviness and experience in acquiring and processing information into knowledge.  We must help them reach information literacy expectations through lessons and opportunities to practice what they have learned.  For example, the ability to communicate and collaborate using media is a goal of P21.  Students could be assigned a group project where they need to attend meetings over Google Meets or Microsoft Teams and then they could have documents and slide presentations that they could share access to and collaboratively work on simultaneously. Another example is using the BIG 6 approach, “when students use word processing to compose a letter, that’s Big6 #5, Synthesis. When they search for information on the World Wide Web, that’s Big6 #3, Location & Access” (Big 6 Skills Overview).  Integrating information and tech skills can be easier than we may think.

Check out BIG 6 at https://thebig6.org/thebig6andsuper3-2

As a librarian it is part of our job to examine technology sources and digital media applications available to help educate our students. As there are so many options out there, we must ingest a steady diet of information keeping what is relevant to our students needs and discarding the rest.  We must take time to learn new concepts and applications of the tech world, digest them by evaluating their potential value to our students and decipher if applying these newfound ideas are worth implementation. Perhaps we can even find new ways to improve current applications.  As librarians we must continually develop our own learning/knowledge.  A way in which I try to stay current is by reading industry articles and subscribing to newsletters from professional organizations. Another learning avenue that I found extremely helpful is to meet with our school’s technology coach for the latest and greatest platforms to reach our students. By staying current we keep our users interested.  By implementing varying digital programs we are expanding their knowledge profile and hands on experience adapting to change and effectively applying technology.

Using digital platforms is extremely effective in today’s culture to engage our learners and increase participation.  When aligned with educational foundations such as P21, “students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy”.  By intertwining information literacy and the use of technology and digital media we can successfully prepare our students for their next level in education and life experiences.

 

References

American Library Association. (February 9, 2015).  Framework for Information Literacy for Higher Education. Retrieved from http://www.ala.org/acrl/standards/ilframework

Big 6 Skills Overview. (n.d.).  Retrieved from https://static1.squarespace.com/static/59a303936a49631dd51f9a7d/t/5b92bf5e03ce644e10c18005/1536343902416/Big6+Skills+Overview.pdf

Merriam-Webster. (n.d.).  Literacy. In Merriam-Webster.com dictionary. Retrieved from https://www.merriam-webster.com/dictionary/literacy

Partnership for 21^st Century Learning. (n.d.). P21 Framework Definitions.  Retrieved from blackboard https://blackboard.sc.edu/ultra/courses/_1108856_1/cl/outline

Partnership for 21^st Century Learning. (n.d.). Frameworks & Resources.  Retrieved from https://www.battelleforkids.org/networks/p21/frameworks-resources