ERIC Number: EJ817319
Record Type: Journal
Publication Date: 2008
Reference Count: 0
Encouraging Global Information Literacy
Horton, Forest Woody, Jr.; Keiser, Barbie E.
Computers in Libraries, v28 n10 p6-11, 27-32 Nov-Dec 2008
While much has been done to address the digital divide, awareness concerning the importance of information literacy (IL) has taken a back seat to a world that focuses on technology. This article traces the genesis of a global effort to address information literacy education and training beyond discussions taking place within the library and education communities. UNESCO (www.unesco.org), in cooperation with key allies, has worked to take the fruits of individual efforts--by nations in the form of information literacy policies; by organizations such as library associations around the world; and by entities such as universities that have implemented successful information literacy programs--and make them more accessible to those who are in a position to provide information literacy education, training, and guidance within their own institutions and beyond. In this article, the authors review the progress made thus far and present a vision for future actions that are required to ensure that information literacy training expands beyond the countries and institutions where it is most prevalent today. The authors close the article with a representative sampling of resources available on information literacy program design, development, and implementation that has been helpful to participants of UNESCO-sponsored workshops.
Descriptors: Computer Uses in Education, Library Associations, Information Literacy, Public Policy, Academic Libraries, Access to Computers, Access to Information, Educational Needs, Program Design, Information Technology, Workshops, Global Approach
Information Today, Inc. 143 Old Marlton Pike, Medford, NJ 08055-8750. Tel: 800-300-9868; Tel: 609-654-6266; Fax: 609-654-4309; e-mail: email@example.com; Web site: http://infotoday.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A