A recent report, “Information Behaviour and the Researcher of the future” noted: “The library profession desperately needs leadership to develop a new vision for the 21st century and reverse its declining profile and influence. This should start with effecting that shift from a content-orientation to a user-facing perspective and then on to an outcome focus."
College Learning for the New Global Century, a report from the Association of American Colleges and Universities, highlights information literacy as an “essential learning outcome for the 21st century.” Categorized as an intellectual and practical skill, they note that it should be practiced extensively across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance.
The recent Educause/NMC 2008 Horizon Report also addressed the global importance of information literacy, noting that visual, technological and information literacy retain continued (and perhaps redefined) importance. "We need new and expanded definitions of these literacies that are based on mastering underlying concepts rather than on specialized skill sets, and we need to develop and establish methods for teaching and evaluating these critical literacies at all levels of education."
The upshot of all of this? For me, it is that libraries are primed to assume a central role as campus partner in developing and implementing information literacy learning outcomes in University curriculum and graduation requirements.
College Learning for the New Global Century, a report from the Association of American Colleges and Universities, highlights information literacy as an “essential learning outcome for the 21st century.” Categorized as an intellectual and practical skill, they note that it should be practiced extensively across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance.
The recent Educause/NMC 2008 Horizon Report also addressed the global importance of information literacy, noting that visual, technological and information literacy retain continued (and perhaps redefined) importance. "We need new and expanded definitions of these literacies that are based on mastering underlying concepts rather than on specialized skill sets, and we need to develop and establish methods for teaching and evaluating these critical literacies at all levels of education."
The upshot of all of this? For me, it is that libraries are primed to assume a central role as campus partner in developing and implementing information literacy learning outcomes in University curriculum and graduation requirements.
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