Digital literacies: preparing pupils and students for their information journey in the twenty-first century
Published date | 12 November 2018 |
DOI | https://doi.org/10.1108/ILS-07-2018-0059 |
Pages | 733-742 |
Date | 12 November 2018 |
Author | Poppy Frances Gibson,Sarah Smith |
Subject Matter | Library & information science,Librarianship/library management,Library & information services |
Digital literacies: preparing pupils
and students for their information
journey in the twenty-first century
Poppy Frances Gibson and Sarah Smith
Department of Teacher Education, University of Greenwich, London, UK
Abstract
Purpose –In a fast-moving worldwhere technology has become intertwined with our dailylives, meaning
information is available at our fingertips,information overload (Khabsa and Giles, 2014) is just one of many
challenges that this technological overhaul has presented for learners from the primary classroom up to
studies withinhigher education (HE). This paper aimsto present skills needed by both pupils and studentsto
navigate their information journey, and discusses how educators can support the acquisition and
developmentof these skills.
Design/methodology/approach –Drawing on key literature in the fields of education and academia
through the processof systematic review and adopting the analogy of a journey to represent lifelonglearning,
this bipartite paper exploreshow both primary school pupils and university studentsare required to access
informationin their very own information journeysin this “Information Age”.
Findings –The similarities and differences between child and adult learners are considered. This paper
shares practical strategies for promotingthe smarter use of information –and a shorter journey –for these
“travelers”along the way. This paper essentially aims to raise questions in the minds of educators as they
help to preparetheir learners to learn.
Originality/value –This paper offers an interesting insight for teachers and lecturers as the crossover
between two sets of learners, primary-age pupils and students inHE, is considered in terms of how we, as
educators, can help to provide more effective and efficient information journeys, and therefore promote
successfullearning. A five-stage model is presentedfor the information journey.
Keywords Learning, Digital, Information, Literacies, Technologies, Lifelong
Paper type Literature review
Introduction
In a fast-moving world where technology has become intertwined with our daily lives,
meaning information is available at our fingertips. Informationoverload (Khabsa and Giles,
2014) is just one of many challenges that this technological overhaul has presented. In the
realms of education, becoming a confident navigator of information is key to successful
lifelong learning; we are living in the “Information Age”, also referred to as the “Computer
Age”,“Digital Age”or the “New Media Age”. Humanity is evolving. Essentially, this era is
an era based on information, and the acquisitionand ownership of information is a defining
trait of this age. This article shares practical strategies for promoting the smarter use of
information –anda shorterjourney –for these “travellers”along the way.
But what exactly is information? The answer to this at-first simple question is hard
to define. If knowledge is that state of knowing, can information be the measurable
unit? Janich et al. (2018) argues that “our understanding of information is based in
the much broader history of scientific naturalism”, essentially that “science is a
fundamental aspect of the world and not a human contrivance”(Janich et al.,2018,
p. 16). Many interpretivists, however, would argue that information can mean different
Preparing
students for the
information
journey
733
Received12 July 2018
Revised28 August 2018
Accepted29 August 2018
Informationand Learning Science
Vol.119 No. 12, 2018
pp. 733-742
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-07-2018-0059
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