Modelling information literacy for classrooms of the future

McNicol, Sarah ORCID: https://orcid.org/0000-0001-8196-6680 (2015) Modelling information literacy for classrooms of the future. Journal of Librarianship and Information Science, 47 (4). pp. 303-313. ISSN 0961-0006

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Official URL: https://doi.org/10.1177/0961000614526612

Abstract

Although numerous models exist to support the development of information literacy skills, most were designed to support 20th-century technologies and pedagogies. It is widely accepted that information literacy models needs to adapt and develop in response to changes in both technology and pedagogy, but the nature of this development is, as yet, uncertain. iTEC (Innovative Technologies for Engaging Classrooms) is a major EU-funded project attempting to bring about transformation in learning and teaching through the strategic application of learning technology. In this article, findings from the evaluation of iTEC are used to consider how effectively information literacy models which are currently available can support emerging technologically-engaged pedagogies. These findings suggest that an information literacy model for the 21st century needs to be flexible, suited to collaborative work and most importantly acknowledge and support students as creators of knowledge, not simply consumers.

Item Type:	Article
Peer-reviewed:	Yes
Date Deposited:	18 Jun 2014 14:40
Publisher:	SAGE Publications
Additional Information:	This is an Accepted Manuscript of an article which appeared in final form in Journal of Librarianship and Information Science, published by SAGE Publications. Users who receive access to an article through a repository are reminded that the article is protected by copyright and reuse is restricted to non-commercial and no derivative uses. Users may also download and save a local copy of an article accessed in an institutional repository for the user's personal reference.
Divisions:	Faculties > Health and Education
Subject terms:	Science & Technology, Technology, Information Science & Library Science, Collaboration, creativity, information literacy models, schools, technology-enhanced learning, 0806 Information Systems, 0807 Library and Information Studies, Information & Library Sciences
URI:	https://e-space.mmu.ac.uk/id/eprint/321848
DOI:	https://doi.org/10.1177/0961000614526612
ISSN	0961-0006
e-ISSN	1741-6477

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