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    Media and Information Literacy in Higher Education: Educating the Educators
    Media and Information Literacy in Higher Education: Educating the Educators
    Media and Information Literacy in Higher Education: Educating the Educators
    Ebook329 pages3 hours

    Media and Information Literacy in Higher Education: Educating the Educators

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    Media and Information Literacy in Higher Education: Educating the Educators is written for librarians and educators working in universities and university colleges, providing them with the information they need to teach media and information literacy to students at levels ranging from bachelor to doctoral studies. In order to do so, they need to be familiar with students’ strengths and weaknesses regarding MIL.

    This book investigates what university and college students need to know about searching for, and evaluating, information, and how teaching and learning can be planned and carried out to improve MIL skills. The discussions focus on the use of process-based inquiry approaches for developing media and information literacy competence, involving students in active learning and open-ended investigations and emphasizing their personal learning process. It embraces face-to-face teaching, and newer forms of online education.

    • Examines the intersecting roles of academic librarians, teacher educators, and library educators in preparing library students and teacher education students to use the library
    • Brings new perspectives from both teacher educator and library educator, and draws connections between higher and secondary education (K12)
    • Draws on a number of competences, skills, knowledge, experiences, and reflections from a variety of perspectives, and focuses on libraries as efficient tools in all kinds of education and learning activities
    • Written by an international group of authors with firsthand experience of teaching MIL
    • Looks at how libraries can contribute to the promotion of civic literacy within higher education institutions and in society more widely
    LanguageEnglish
    PublisherElsevier Science
    Release dateNov 18, 2016
    ISBN9780081006313
    Media and Information Literacy in Higher Education: Educating the Educators

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      Book preview

      Media and Information Literacy in Higher Education - Dianne Oberg

      practice.

      Preface

      C. Bruce

      Media and information literacy (MIL) is increasingly a concept that matters. It is about issues that matter—about health, homelessness, abuse, disasters, migration, as well as about broad socioeconomic benefit. MIL is now widely recognized in policy and practice by governments, education departments, leading world agencies such as UNESCO, libraries, and other information agencies. MIL education is also recognized by many as a professional responsibility. In this climate, understanding what matters in bringing about MIL is crucial; and understanding what matters in bringing about MIL is also central to the purpose of educating the educators who are charged with that professional responsibility.

      Empowering others to bring about MIL, deliberately diffusing strategies that work, is a key to bringing about the information-literate society so desperately needed in our digital age. When we consider the possibilities of diffusing innovations associated with educating the educators we start to develop a picture of what it takes to make possible empowering MIL experiences in many spaces: in formal and informal environments, in face-to-face and virtual learning spaces, in workplace, academic and community contexts. Profiling existing innovations for educating educators in one very special context—the higher education sector—is a core purpose of this book.

      All the chapters represent contemporary advances in research, practice, or both. They are underpinned by a wide range of theoretical developments, and at the same time have a clear pragmatic purpose. Many are examples of orientation towards evidence-based practice in the field. The authors are deeply interested in learning theories and frameworks. Key ideas such as threshold concepts, inquiry, and informed learning are highlighted. In the chapters that follow, the authors explore the value that sociocultural approaches, social network analysis, and action research can play in building programs and insights important to educating the educator. The role of the discipline, the curriculum, the community, and the library all play a part in constituting the environment to be considered.

      Overall, powerful educational experiences rest on communication within educational teams, whether those be at colleges and universities, in schools or even our preschool environments, as well as the wider community and workplace context. We continue to need to understand that colleagues working together do not always share the same view of teaching, learning, or indeed of information literacy. As a consequence they do not always share the same understanding of desired learning outcomes or assessment processes. Overcoming these challenges is always critical in moving forward in any learning design process.

      What about my own take on this? Educating the educators has always been a topic dear to my heart. I have always been interested in what information literacy is all about and how it is learned, particularly in terms of how it is experienced by others. People’s experiences of information literacy continue to grow and develop. We know that while there are ways of talking about information literacy concepts, constructs, and experiences at a relatively high level of abstraction, to be meaningful these must be contextualized, and our insights into those experiences in different contexts continue to grow. The shape of people’s vision of information literacy molds their practice. As visions of information literacy have transformed over the years, whilst remaining true to the original interpretation of information empowering lifelong learning in many contexts, so the chapters in this book reflect these transformations.

      Educating the educators in higher education embraces educating the owners, designers, implementers, and supporters of a wide variety of educational environments and programs. It involves educating information professionals and teachers in their initial education. It involves professional development for many groups. Educating the educators embraces information professionals participating in professional development programs for educators, as well as leading segments of those programs. It involves staying abreast not only in developments associated with information literacy, but also in relation to learning technologies, learning theories, and discipline-based developments. It involves participating in, and leading others in, what is known as the scholarship of learning and teaching.

      I commend to you the many innovations, representing both research and practice profiled in the following chapters. Each offers a unique lens on the current landscape associated with educating the educators for MIL leadership in higher education.

      Chapter 1

      Convergences of and for Media and Information Literacy Instruction in Higher Education

      D. Oberg,    University of Alberta, Edmonton, AB, Canada

      Abstract

      School librarians and academic librarians share a commitment to media and information literacy (MIL) instruction but in the past, to a large extent, approached their work from different theoretical foundations and with different practical strategies. The process approach to MIL instruction, exemplified in Kuhlthau’s Guided Inquiry in the school library sector and in Bruce’s Informed Learning and American College and Research Libraries’ Framework for Information Literacy in Higher Education in the academic library sector, is based on research and theory from both education and library and information science. Other convergences include: constructivist learning principles; attention to the learner’s experience; integration of information use with discipline content; collaboration between librarians and teachers; and emphasis on metacognition and reflection.

      Keywords

      Guided learning; informed learning; framework for information literacy in higher education; focus on inquiry; media and information literacy instruction

      1.1 Introduction

      The filing on February 2, 2015 of the Framework for Information Literacy in Higher Education by the Board of Directors of the American College and Research Libraries (ACRL) section of the American Library Association signaled some convergences in conceptions of media and information literacy (MIL). Two groups within the library sector traditionally have been committed to MIL instruction—school librarians and academic librarians—but in the past their theoretical and practical approaches to this work to a large extent have been quite different, and the developments in each field have been largely invisible to the other

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