IL
Summary:
The article compares and contrasts personal learning environments (PLEs) to critical information literacies (CILs) in order to examine how these two concepts work with the current information environment. The authors define information literacy as “the ability to identify an information need, and to locate, evaluate and use information.” However, they argue that traditional teaching methods, including the traditional research assignment, do not allow students to authentically engage with information or understand their own voice in inquiry. They identify the PLE as an approach for the modern learner to create, explore, and communicate. Additionally, the CIL approach to inquiry includes the complex set of behaviors a learner uses in order to critically engage with information. Information literacy education intersects with the ideas expressed in PLEs and CILs. As such, the writers suggest using both concepts as a framework for information literacy education.
Evaluation:
The authors give a thorough overview of both the PLE and CIL concepts. The foundational ideas used to inform each are identified and explored in detail, making this a useful source, especially for those who are new to the concepts of PLE and CIL. The ways in which these two ideas interact with information landscapes and the implications for learning approaches and research assignments are described. The ideas in this article, particularly that the traditional model of research does not help students build a mindset of inquiry, are supported by our course text Beyond Bird Units.
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