Information literacy has become a powerful concept for library and information science professionals. However, information literacy must take into account culture to meet the challenges of a global society. This paper argues that a new framework is needed to move the discussion of information literacy from a conceptual understanding to a model that identifies the influence of culture on how individuals think about and make meaning from information, and how they comprehend and use information. Pedagogy for a cultural model of information literacy grounded in constructivist learning theory is proposed for the LIS profession.
|Original language||English (US)|
|Number of pages||26|
|Journal||Canadian Journal of Information and Library Science|
|State||Published - Mar 1 2007|
ASJC Scopus subject areas
- Information Systems
- Library and Information Sciences