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Information Literacy and Critical Thinking in Higher Education: Some Considerations

Information Literacy and Critical Thinking in Higher Education: Some Considerations

Ann Marie Joanne White
Copyright: © 2019 |Pages: 15
ISBN13: 9781522578291|ISBN10: 1522578293|EISBN13: 9781522578307
DOI: 10.4018/978-1-5225-7829-1.ch020
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MLA

White, Ann Marie Joanne. "Information Literacy and Critical Thinking in Higher Education: Some Considerations." Handbook of Research on Critical Thinking and Teacher Education Pedagogy, edited by Sandra P.A. Robinson and Verna Knight, IGI Global, 2019, pp. 367-381. https://doi.org/10.4018/978-1-5225-7829-1.ch020

APA

White, A. M. (2019). Information Literacy and Critical Thinking in Higher Education: Some Considerations. In S. Robinson & V. Knight (Eds.), Handbook of Research on Critical Thinking and Teacher Education Pedagogy (pp. 367-381). IGI Global. https://doi.org/10.4018/978-1-5225-7829-1.ch020

Chicago

White, Ann Marie Joanne. "Information Literacy and Critical Thinking in Higher Education: Some Considerations." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, edited by Sandra P.A. Robinson and Verna Knight, 367-381. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7829-1.ch020

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Abstract

This chapter acknowledges the widespread recognition of the importance of instruction in the area of information literacy and shows how information literacy and critical thinking, another vital skill demanded in more and more fields of endeavor, can be integrated as institutions seek to prepare their students to be able to function effectively in today's knowledge-based environment. Some attention is given to Information Literacy frameworks which aim to guide the development of information literacy and enhance delivery and assessment in this field. It recognizes the importance of information specialists and faculty in higher education institutions to be able to work together to establish and develop Information Literacy programs that will equip students with the relevant skills to be considered information literate. It also touches briefly on pedagogical approaches that may be taken in the delivery of Information Literacy instruction and emphasizes the importance of assessment as a means of enhancing the ultimate value of the process to students who participate.

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