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Literasi Informasi

Literacy and Learning

Dorothy Williams

inchapter, Dorothy Williams explores important new understandings and ideas about information literacy and other literacies of relevance to learning in higher education. Arguing that the information process and the learning process are closely intertwined, she identifies information literacy as a meta-competency that in the networked environment encompasses other literacies such as media literacy, digital literacy and e-literacy. She notes the increasing emphasis, in emerging definitions of information literacy, not only on information sources and searching but also on higher-order capabilities relating to information use in knowledge creation and sharing, and she suggests that there are implications here for the design of information literacy programmes. At the same time she suggests a need to develop new pedagogical approaches — in particular, approaches that engage closely with learners' personal experiences and conceptions of information seeking and use in specific contexts, and encourage critical reflection on differing approaches and perspectives. This in turn suggests a redefinition of the librarian's role as information literacy educator, with a shift away from direct instruction towards a key role in facilitating the dialogical interactions between learner and tutor, and among learners, that are at the heart of constructivist and relational conceptions of learning and teaching.


The ability to find, critically evaluate and use information meaningfully in response to need has long been recognized as central to learning and decision-making. The library and information profession has consistently argued for its significance in relation to a wide range of learning theorie: and educational concepts in the English-speaking world over many year: — independent learning, resource-based learning, problem-based learning and critical thinking, to name but a few. It is argued that schools, college: and universities need to ensure learners develop confidence ir information handling to equip them to make decisions and cope with change throughout life, as active critical citizens, life-long learners and evidence-based practitioners.

By the last decade of the 20th century the term 'information literacy', initially coined in the 1970s (Carbo, 1997), had become widely used in the library and information profession to denote the ability to search for, evaluate and use information. Yet it could be said that there have been as many attempts to define the precise nature of information literacy as there have been learning theories. Indeed it is often difficult to distinguish between what might be seen as a description of the information process and as a description of the learning process. In recent years, not only have there been fresh attempts to examine the nature of information literacy, but we have also seen recognition of other literacies considered relevant to learning in a modern information age, with concepts such as media literacy, digital literacy and e-literacy.

Last Updated on Friday, 16 March 2012 15:08

Information literacy education in practice

Judith Peacock

In this chapter, Judy Peacock argues passionately for librarians to become centrally involved in innovative pedagogical development in the e-learning context, through their role as information literacy educators. Writing from an Australian perspective, she emphasizes the need for information literacy development to become deeply embedded into the student experience of higher education, and for technology-enhanced approaches to information literacy curriculum design to be pedagogically, not technologically, driven. Like other chapters, and reflecting leading-edge work in this area at Queensland University of Technology (QUT), she emphasizes librarians' involvement in educational policy and strategy at institutional level, in forging new, inter-professional partnerships, and in professional development for teaching and the facilitation of learning. The chapter provides a case example from QUT of a broad strategic framework for technology-enhanced pedagogical development of information literacy, and of the design and development of a fully online information literacy course for higher degree students.


Global war is afoot. The basis, however, is neither religion nor territory, ethnicity nor prosperity. It is, quite simply, pedagogy. More precisely, it is a conflict between pedagogists and technologists as each camp battles for supremacy over the art and science of teaching and learning in a new age. Unfortunately, as with most wars, there is collateral damage in this tacit dispute, the learner is the innocent at risk.

Librarians hold an enviable position in this conflict. A degree of neutrality affords librarians the advantage of seeing all perspectives, reflecting on all arguments and working in both camps. With information literacy as a catalyst for engagement, and as sophisticated and proficient users of information and information and communication technologies (ICTs), librarians have a unique opportunity to provide practical and enduring solutions to complex curricular problems, resolve pedagogical and technological tensions and partner with their academic colleagues to achieve educational nirvana. In a teaching world gone technologically mad, librarians can provide a balanced and discriminating view of the place of ICT in education (Bundy, 1999), seeking ultimately to place the learner and learning outcomes at the forefront of each educational strategy and to inject a sense of balance into their own practice as educators.

The objective is clear. Librarians, as educators, must demonstrate that the design and delivery of information literacy-rich curricula, rooted in rigorous pedagogical principles and blended with the astute use of ICT, will result in profound learning. In order to lead a shift in practice, we must prove that such an approach is not only viable but also vital.


A kaleidoscope of change: how library management can support development of new learning environments

Academic librarians and libraries are undergoing significant change. The importance
of effective and visionary management and leadership in such a context cannot be
under-emphasized. Philip Payne explores this management challenge, highlighting
skills and approaches and concluding with a case study of management approches to
e-services development. The role of the manager, using Drucker's words, is to be “the
dynamic, life-giving element in every business' (Drucker, 1955, 3). As Philip -
and indeed this whole collection — highlights, for managers in the HE contetext that
'business' is changing rapidly. Consequently, the vision of the library and learning
support service manager in this chapter is of someone who aligns the service with
institutional and external drivers and who creates learner-centred and student-facing
environments. It is apt that this chapter is the final practitioner perspective, as it
reflects many of the themes covered throughout this collection but from the perspective
of a service manager.


The changing higher education environment

Libraries and learning support services are experiencing a kaleidoscc change. As echoed in Section 1 of this collection, the pace of this cl is accelerating as higher education itself is going through a revolt Rapid change is being fuelled by wider societal and economic influ such as technological change, increased globalization, greater consi ism, moves towards greater social inclusion, and the need to develo maintain a more skilled workforce. The higher education environment, in turn, is being transformed by increased student numbers, greater focus on meeting student expectations, more emphasis upon widening participation, concern with the development of lifelong learning skills, the emergence of new subject disciplines and decline of more traditional ones and the increased use of technology in learning.

Each institution is responding in its own way to these changes, and to the greater emphasis being placed upon HE institutions as businesses. Each seeks to position itself to make the most of the challenges that change brings and to seize the opportunities that arise. The way that they do so will depend upon factors such as their size, location, mission and the institutional strategies that they choose to adopt. Libraries in each of our institutions are influenced by how the wider context is interpreted in their host institutions. However, libraries are themselves being metamorphosed by the technological change which transforms the way that information is organized and retrieved. So, just as the pieces of the kaleidoscope rotate and form different patterns, every library or learning support service is evolving to meet the business needs of its particular host institution. And, although the pieces are similar, the patterns will be arranged differently depending on the position and the perspective of the viewer. In this context, the service manager has a pivotal role in shaping the learning environment, and creating fertile conditions for change. The challenge for the library manager is to understand the environment, develop effective partnerships, and ensure that the library is at the heart of students' learning.

Last Updated on Friday, 16 March 2012 14:58

Tobucil & Klabs,

Literasi dalam Keseharian

Sebenarnya, embrio Tobucil & Klabs dimulai sejak 1999. Awal-nya, peserta kegiatan kumpul-kumpul membahas karya sastra penulis dalam dan luar negeri itu hanya sepuluh orang. Kegiatan ini hanya bertahan 1,5 tahun. Pertengahan 2000, kegiatannya terhenti karena kesibukan anggotanya.

Namun, pada 2 Mei 2001, Tarlen Handayani membuka toko buku bernama Pasar Buku Bandung. Sejak 2 Mei 2002, toko itu berganti nama jadi Toko Buku Kecil alias Tobucil, dan menjadi bagian dari ruang komunitas bernama Trimatra.

Belum satu tahun berjalan, ternyata kegiatan Tobucil & Klabs terus berkembang. Me-munculkan klub-klub lain sesuai minat anggotanya.

Sejak semula, Tobucil & Klabs mencoba membangun konsep gerakan literasi yang mandiri dan terbuka.

Dana usaha yang dimiliki To­bucil & Klabs kini terdiri dari toko buku, online store, waning kecil, dan aktivitas literasi dalam bentuk seluruh kegiatan klub. Sedangkan komitmen mendukung gerakan literasi di tingkat lokal dilakukan dengan kegiatan yang berbasis pada aktivitas sehari-hari melalui kegiatan mem­baca, menulis, apresiasi, dan pengembangan hobi.

Last Updated on Tuesday, 13 March 2012 09:26

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Selamat Datang Sahabat ^_^
Dapatkan Segera Buku PUSTAKAWAN 1/2 GILA


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