Informing Policy: Mapping Information Literacy Research to Education Policy

Willer, David; Marino, John L.; Eisenberg, Michael B.

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https://hdl.handle.net/2142/47320 Copy

Description

Title

Informing Policy: Mapping Information Literacy Research to Education Policy

Author(s)

• Willer, David
• Marino, John L.
• Eisenberg, Michael B.

Issue Date

2014-03-01

Keyword(s)

• information literacy
• information problem-solving
• educational standards
• learning

Abstract

Information literacy, defined as the skills and stages of successful information problem-solving, is often cited as a goal of education efforts at every level, pre-kindergarten through higher education. For these efforts to be effective, they must be guided by empirical research on information literacy. This study sought to determine the extent to which evidence of how students develop information literacy skills gleaned from empirical research is explicitly represented in a high-profile education policy initiative, the Common Core State Standards. Results reveal that not all stages of the information problem-solving process are represented in these standards, and that the crucial stage of Task Definition is not explicitly represented at all. Implications and directions for future research are presented.

Publisher

iSchools

Series/Report Name or Number

iConference 2014 Proceedings

Type of Resource

text

Language

english

Permalink

http://hdl.handle.net/2142/47320

DOI

https://doi.org/10.9776/14134

Copyright and License Information

Copyright 2014 is held by the authors of individual items in the proceedings. Copyright permissions, when appropriate, must be obtained directly from the authors.

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