Document Type
Article
Publication Date
2013
Abstract
Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy development. This study analyzes four recently published models from the United Kingdom. The initial findings were presented in a report for an ACRL taskforce reviewing the Information Literacy Competency Standards for Higher Education. This article presents complementary, yet distinct findings from the same dataset that focus on reoccurring themes for information literacy practitioners. Taken together, the ACRL report and the findings below present innovative means in which the British models refresh information literacy guidelines in higher education.
Department
Library Services
Publication Title
Communications in Information Literacy
Recommended Citation
Martin, J. (2013). Refreshing information literacy: Learning from recent British information literacy models. Communications in Information Literacy, 7(2), 114-127.
Publisher's Copyright and Source
Reprinted from Communication in Information Literacy, volume 7, issue number 2, 2013, pages 114-127. Retrieved from: http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5b%5d=v7i2p114
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Included in
Higher Education Commons, Information Literacy Commons, International and Comparative Education Commons
