Information literacy in higher education
Trauner Verlag |
| Date Issued |
|---|
2006 |
Straipsnyje analizuojamas informacinio raštingumo fenomenas, sąlygotas informacinio technologijų vystymo bei informacijos gausos visose gyveni¬mo sritys, įskaitant mokymosi aplinką. Informacinio raštingumo sąvoka atsirado JAV, dabartiniu metu plačiai diskutuojama Europoje ir Australijoje. Ši sąvoka tampriai siejama su mokymosi visą gyvenimą nuostata, kadangi informacinio raštingumo gebėjimai tampa esminiais sparčios kaitos epochoje, įtakojančioje pokyčius aukštajame moksle. JAV, vėliau Australijoje buvo parengti penki informacinio, raštingumo standartai aukštajam mokslui, inkorporuojantys principus, standartus ir mokymosi rezultatus. Šie standartai yra studentų informacinio raštingumo gebėjimų lygmens matavimo instrumentas. [...].
One of the greatest challenges faced by a modem university is to prepare students for successful participation in the information age. Information literacy (IL) is gaining more attention at academic and social levels throughout the world. Being a key concept in information society it is closely related to driving technological changes and explosion of information. Higher education, which is addressing modern world’s changes, is searching for innovation and efficiency in academic studies. The aim to change the teaching/learning paradigm is stipulated by: a) external (globalization, development of intonation technologies) and b) internal (wish develop, seek knowledge, advance qualifications) circumstances. In 1989 Tile American Library Associational Presidential Communities presented the Final Report on IL where an information literate person was defined as "able to recognize when information is needed and have the ability to locate, evaluate, and use it effectively". [...].