Critical thinking is a key skill in media and information literacy, and the mission of libraries is to educate and advocate its importance.(IFLA)
Using credible sources will add value to your research argument and give your writing credibility. To support your assignment and have better results, you must use high-quality resources. Conversely, poor quality references will be noticed and are likely to undesirably affect your results.
Information Literacy: Moving Toward Sustainability by
This bookconstitutes the refereed proceedings of the Third European Conference onInformation Literacy, ECIL 2015, held in Tallinn, Estonia, in October 2015. The 61revised full papers presented were carefully reviewed and selected from 226submissions. The papers are organized in topical sections on informationliteracy, environment and sustainability; workplace information literacy andknowledge management; ICT competences and digital literacy; copyright literacy;other literacies; information literacy instruction; teaching and learninginformation literacy; information literacy, games and gamification; informationneed, information behavior and use; reading preference: print vs electronic;information literacy in higher education; scholarly competencies; informationliteracy, libraries and librarians; information literacy in different context.
Preparing for Life in a Digital Age by
Ability to use information and communication technologies (ICT) is an imperative for effective participation in today's digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education. Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers. The IEA ICILS team systematically investigated differences among the participating countries in students' CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts. In general, the study findings presented in this international report challenge the notion of young people as "digital natives" with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect. The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.
Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century by
This book constitutes the refereed proceedings of the European Conference on Information Literacy, ECIL 2014, held in Dubrovnik, Croatia, in October 2014. The 93 revised full papers presented together with two keynotes and one invited paper were carefully reviewed and selected from 283 submissions. The papers are organized in topical sections on theoretical framework; related concepts; research; rights and ethics; children; higher education; education and instruction; assessment and evaluation; libraries; different aspects.
Teaching Information Literacy by
From high schools and colleges to technical and graduate schools, research involves making sense of information: learning the basics of planning, winnowing, and evaluating the quality of sources. As information proliferates, it's tempting to use the handiest tool rather than working to identify the best one. But there's a better way! Updated for today's ever-expanding world of electronic information, Teaching Information Literacy: 50 Standards-Based Exercises for College Students, Second Edition is the best single resource for fundamental information literacy instruction. Covering the basics of planning, collecting, and evaluating, the 50 standards-based exercises in this book * Address one or more of the ACRL Information Literacy Competency Standards for Higher Education * Promote conceptual and applied skills via active learning, problem-based learning, and resource-based learning * Are ready for use by reference and instruction librarians at colleges and community colleges, as well as others responsible for teaching students how to conduct researchPerfect for a full semester course or a single focused seminar or workshop, these 50 lessons show how to engage with electronic and print information resources alike.
An Action Plan for Outcomes Assessment in Your Library by The internet contains many resources that allow the user access to a variety of information that may be very useful, but may also be unreliable. For your research, it is preferable to follow this order of domain names as a guide to the credibility of your information:
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