Reconsidering Information Literacy in the 21st Century

Jack, Gordon

IL – Constructivism and IL

IL - Media Literacy

ET - Inquiry and Problem-based Learning

McBride, M.F. (2012). Reconsidering information literacy in the 21^st century: The redesign of an information literacy class. Journal of Education Technology Systems, 40(3), 287-300. Retrieved from: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=74664546&site=ehost-live

The article discusses McBride’s attempt to revise his undergraduate information literacy (IL) course to move beyond basic research skills and incorporate a more constructivist way of teaching. By creating a more problem-based learning (PBL) approach, the instructor was also able to include a greater emphasis on Connectivism, which “posits that learning takes place when learners make connections between ideas located throughout their personal learning networks, which are composed of numerous information resources and technologies” (p. 290).  Only by broadening our understanding of information literacy in this way can we build students’ Transliteracy, or their understanding and use of a wide variety of information sources across different platforms, including print, radio, TV, film, and social networks.  To build the students’ Transliteracy skills, the instructor had his students create documentaries on their research subjects and share them on YouTube and with the class.  While no data was gathered to assess the efficacy of this approach, the instructor was pleased with how it moved students beyond traditional research skills and incorporated critical 21^st Century Skills.

Evaluation

The author provides an interesting example of how traditional research methods courses are being adapted to address the changing world of information retrieval. As McBride writes, “The course redesign was conceived in order to make the students information literate for the 21^st century and not to make them research literate for their college careers” (p. 288).  By making his course more constructivist with PBL methods, he made the research methods more relevant and engaging.  I was unfamiliar with the terms Connectivism and Transliteracy, and the article provided clear explanations of each, along with some research to support their greater inclusion in curriculum.  His description of Connectivism reminded me of what students experience in LIBR 250, with an emphasis on using our shared understanding to build greater knowledge.  Transliteracy broadens the scope of information literacy to include the many different communication tools available online.  While McBride’s work is interesting and supported by the current research, I wish he included a section assessing his students’ knowledge and skills at the end of the course.  Without that data, it is hard for the reader to fully understand the significant gains, if any, his students made with this new approach.