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Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Teaching Information Fluency: A New Pedagogical Framework

Teaching Information Fluency: A New Pedagogical Framework
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Author(s): Anne Matheus (Marist College, USA), Rita Longo (Marist College, USA) and Roger Norton (Marist College, USA)
Copyright: 2005
Pages: 4
Source title: Managing Modern Organizations Through Information Technology
Source Editor(s): Mehdi Khosrow-Pour (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59140-822-2.ch081

Abstract

In facing the challenges of the information age, many colleges have revisited and reinvigorated their courses in computer literacy and information literacy. The first is usually taught in the school of computer science, the second in the school of library science. Recent changes have renamed the computer literacy effort as information fluency; however, most colleges and universities have not integrated the two concepts into one course. In order to effectively teach information fluency, it must be done from the pedagogical framework of problem solving, i.e. asking significant questions, researching those questions, analyzing the questions, and successfully communicating the results. Successfully integrated information skills programs are designed around collaborative projects and include computer skills. The computer skills are more than “laundry lists” of isolated skills; theses skills become the vehicle for evaluation, research, presentation and analysis of the information. In this paper we will examine the process for the development of a new pedagogical framework for teaching information fluency. We will start out by defining what we mean by information fluency and then we will describe the evolution that brought us to that definition. Finally, we will describe a course that has been developed to meet the needs of students that need to become information fluent.

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