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Title:Informing Policy: Mapping Information Literacy Research to Education Policy
Author(s):Willer, David; Marino, John L.; Eisenberg, Michael B.
Subject(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.
Issue Date:2014-03-01
Publisher:iSchools
Citation Info:Willer, D., Marino, J. L., & Eisenberg, M. B. (2014). Informing Policy: Mapping Information Literacy Research to Education Policy. In iConference 2014 Proceedings (p. 538 - 551). doi:10.9776/14134
Series/Report:iConference 2014 Proceedings
Genre:Conference Paper / Presentation
Type:Text
Language:english
URI:http://hdl.handle.net/2142/47320
DOI:10.9776/14134
Other Identifier(s):134
Publication Status:published
Peer Reviewed:yes
Rights 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.
Date Available in IDEALS:2014-02-28


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