Digital literacies: preparing pupils and students for their information journey in the twenty-first century. Issue 12 (12th November 2018)

• Record Type: Journal Article
• Authors: Gibson, Poppy Frances; Smith, Sarah
• Is Part Of: Information and learning sciences. Volume 119:Issue 12(2018)
• Page Start: 733
• Page End: 742
• Publication Date: 2018-11-12
• Subjects: Learning -- Digital -- Information -- Literacies -- Technologies -- Lifelong; Information science -- Periodicals; Library science -- Periodicals; Information theory in education -- Periodicals; Libraries and education -- Periodicals; 020
• DOI: 10.1108/ILS-07-2018-0059
• Languages: English
• ISSNs: 2398-5348

Abstract

Abstract : Purpose: In a fast-moving world where technology has become intertwined with our daily lives, meaning information is available at our fingertips, information overload (Khabsa and Giles, 2014 ) is just one of many challenges that this technological overhaul has presented for learners from the primary classroom up to studies within higher education (HE). This paper aims to present skills needed by both pupils and students to navigate their information journey, and discusses how educators can support the acquisition and development of these skills. Design/methodology/approach: Drawing on key literature in the fields of education and academia through the process of systematic review and adopting the analogy of a journey to represent lifelong learning, this bipartite paper explores how both primary school pupils and university students are required to access information in their very own information journeys in this "Information Age". Findings: The similarities and differences between child and adult learners are considered. This paper shares practical strategies for promoting the smarter use of information – and a shorter journey – for these "travelers" along the way. This paper essentially aims to raise questions in the minds of educators as they help to prepare their learners to learn. Originality/value: This paper offers an interesting insight for teachers and lecturers as the crossover between two sets of learners, primary-age pupils and students in HE, is considered in terms of how we, as educators, can help to provide more effective and efficient information journeys, and therefore promote successful learning. A five-stage model is presented for the information journey.