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ERIC Number: EJ845770
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1533-290X
Knowledge Maps for E-Literacy in ICT-Rich Learning Environments
Taha, Ahmed
Journal of Library & Information Services In Distance Learning, v2 n4 p67-78 2005
The Web-based information and communication technology (w-ICT) has become a powerful means for delivery and dissemination of digitised information among the emerging virtual learning and business communities. The w-ICT has engendered a growing cybersphere paradigm to accommodate a huge mass of e-resources cast over the Web. Such abundance of available e-information has definitely far exceeded the ability of the e-users to reach the target-interesting e-sources, which in turn has brought about such unwelcome phenomena as "information overload" and "information search anxiety." This challenge has been accompanied by a pressing need for the integration of varying e-literacy scenarios to extenuate the discomforting information-seeking process. The two meaningful approaches currently being used are knowledge map (K-map) and information literacy (IL). K-map and IL are considered essential tools for a successful adaptation to inevitable paradigm changes in educational landscapes due to powerful impacts of the w-ICT on the learning processes. This work blends the theoretical references of Eisenberg and Berkowitz's Big6[TM], Ellis's model, information-seeking theories, and ACRL standards to illustrate a relevant model that possibly represents the spatial interrelationships of the core concept of the e-literacy. The e-literacy model ultimately aims at providing the end-user with necessary abilities to locate digital information in a variety of formats, as well as to evaluate such information. (Contains 4 figures and 21 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Media Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A