Teaching Information Literacy Online

Citation

Fourie, I. (2012), "Teaching Information Literacy Online", The Electronic Library, Vol. 30 No. 3, pp. 446-448. https://doi.org/10.1108/02640471211241726

The importance of information literacy for all levels of society is no longer an issue to be argued. Standards and guidelines have been set and widely published. The focus now falls on innovative ways in teaching these skills, making training programmes accessible to all students (and others), and in addressing the multiplicity of digital skills required to access, evaluate and use information effectively. Teaching Information Literacy brings together a variety of international institutional and disciplinary expertise and experiences under the capable editorship of Mackey and Jacobson.

With a strong focus on the multiplicity of literacies and constructivist teaching and learning contexts, the content of the eight chapters can serve not only as guide to those who want to learn from best practices, but also as stimulation for those interested in research in the field. The chapters are organised into two parts: blended and hybrid learning, and open and online learning. Chapter 1 discusses an open wiki model for information literacy training in the Humanities. It holds a catchy title: “Shakespeare is not a one‐shot deal”, which (for me) aptly sends the message that becoming an information literate person and contributing to the development of new knowledge requires more than a once‐off event; it is an ongoing, life‐long developmental process. Chapter 2 explores instruction through collaborative design with a focus on reusable learning objects. Chapter 3 acknowledges the importance of multiliteracies and taking a holistic approach to digital technology education. The literacies they address include professional development, health literacy, ICT literacy, visual literacy, academic literacy, citizenship/cultural literacy, information literacy and media literacy.

In chapter 4 the value of collaboration between librarians and faculty is explored in online teaching of search skills in history. With a growing number of people who need to be trained in information literacy, it is important to consider the options for open and online learning. Chapter 5 therefore discusses the development of an integrated information literacy strategy for online open learning. The use of avatars seems to hold much potential for information literacy training; this is the focus of chapter 6 reporting on resource‐based learning in Second Life. Chapter 7 moves to a next level, namely information literacy for postgraduates. The last chapter (chapter 8) brings to the fore again the importance of faculty and librarian cooperation in the development of online information literacy courses.

The uniform format of chapters adds to the informative value of Teaching Information Literacy. For all chapters the reader is oriented through a brief introduction, followed by a discussion of either recent or related literature. At the end of each chapter a brief conclusion draws together the main findings before offering a list of references that can stimulate further reading. The institutional and disciplinary context for each chapter is also stated. Although a preface or forward is the norm for manuscripts, it is more rare to read an afterword – especially one that very aptly succeeds in reinforcing the purpose of the book and how the reader can and should gain from it: “The overall structure of the book demonstrates the many choices available to librarians, and instructional designers to explore or expand flexible online leaning models” … and even more important, become aware that: “Online learning involves interactivity, communication, dialogue, collaboration, and placing the learner at the center of active research, the production of digital information, and the codevelopment of new knowledge” (p. 174). The forward is written by Terry Anderson (coming from a distance teaching and open learning background), where he notes: “If you have not yet been challenged to develop an online or blended learning course, it is only a matter of time” (p. xiii).

Teaching Information Literacy is a well‐bounded, soft cover publication with an excellent index. It is highly recommended to all librarians and faculty interested in information literacy, and especially instructional designers. I would actually like to expand it to all librarians and faculty – especially those who are not yet convinced of an integrated, holistic, collaborative approach to teaching information literacy, and incorporating it in various levels of the academic cadre: under‐graduate to post‐graduate, and as part of the academic curriculum.