Information Literacy and Critical Thinking: Different concepts, shared conceptions

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Information Literacy and Critical Thinking: Different concepts, shared conceptions

Information Literacy and Critical Thinking: Different concepts, shared conceptions

16 Jun 2019-

TL;DR: In this paper, a hermeneutic literature review was conducted, followed by a content analysis of information literacy papers discussing content evaluation, and critical thinking papers from key authors were compared.

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Abstract: Introduction. Information literacy and critical thinking are discussed as distinct concepts by authors in different disciplines. This paper seeks to analyse their conceptions to determine the extent to which they overlap, and identify areas for collaboration across disciplinary lines. Method. A hermeneutic literature review was conducted, followed by a content analysis of information literacy papers discussing content evaluation, and critical thinking papers from key authors. Analysis. Proportions of identified themes represented within the two groups of papers were compared. Similarities and differences were assessed in conjunction with findings from the hermeneutic literature review. Results. Though divergent in their basic underpinning skills, critical thinking and information literacy conceptions pertaining to content evaluation were found to be strongly overlapping in their broader conceptions. Modern pressures giving rise to content evaluation concerns such as the ‘fake news’ phenomenon suggest a need for strong sense conceptions, and an avenue for integration between information literacy and critical thinking when evaluating information. Conclusion. Taken in their strong sense, information literacy and critical thinking conceptions show a high degree of overlap. Engagement across disciplinary lines could offer an enrichment to both concepts.

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Kristi Johansen, Joyce Eastlund Gromko

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Inquiry based learning models, information literacy, and student engagement: A literature review

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Shelly Marie Crist Buchanan, Mary Ann Harlan, Christine S. Bruce, Sylvia L. Edwards

01 Jul 2016-Science & Engineering Faculty

TL;DR: This paper explored the research literature relevant to the increasingly popular field of Inquiry Based Learning (IBL) practices in K-12 academic environments and highlighted the need for qualitative work focused on the efficacy of a growing student-centered learning models.

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Abstract: This paper explores the research literature relevant to the increasingly popular field of Inquiry Based Learning (IBL) practices in K-12 academic environments. IBL is constructivist and student-centered (Barron & Darling-Hammond, 2008; Condliffe, Visher, Bangser, Drohojowska & Saco 2016; Duffy & Raymer, 2010; Kuhlthau, Maniotes, & Caspari, 2015), leveraging student motivation and engagement through its grounding in authentic, relevant study (Deci & Ryan, 2016; SaundersStewart, Gyles, Shore & Bracewell, 2015). Recent research shows positive academic and achievement gains for students engaged in IBL work and the practice is growing. Some educators are experimenting with variations of increasingly student-driven models that privilege student choice and autonomy, such as 20% time or genius hour (Krebs & Zvi, 2015), passion-based learning (Maiers & Sandvold, 2010), and personalized learning (Bray & McClaskey, 2016). We name these more student-autonomous frameworks Student Driven Inquiry (SDI) models. The argument here is for qualitative research on the learner experience of these more recent SDI models in order to glean a more holistic understanding of the outcomes beyond grades and test scores. An examination of the recent literature on inquiry based learning, information literacy and student motivation demonstrates the need for qualitative work focused on the efficacy of a growing highly student-centered learning models.

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The impact of media and information literacy on acquiring the critical thinking skill by the educational faculty’s students

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Reem Al Zou’bi¹•Institutions (1)

Al al-Bayt University¹

01 Mar 2021-Thinking Skills and Creativity

TL;DR: This paper revealed the impact of media and information literacy (MIL) on acquiring critical thinking skills by the students of the educational faculty, and found that students had an acceptable degree of critical thinking skill to understand and criticize media contents by (81 %).

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Abstract: This study reveals the impact of media and information literacy (MIL) on acquiring critical thinking skills by the students of the Educational faculty. The study’s sample comprised (134) students, and its tool was a questionnaire comprising (20) items containing various media contents published on several social networking sites: Facebook, Instagram, and Twitter. The findings show that students had an acceptable degree of critical thinking skill to understand and criticize media contents by (81 %). The study also stated that the most difficult media messages to interpret were those that include misleading content due to spelling errors or because of confusion between wit and abuse by (80 %), and the easiest to distinguish were those that include explicit words or expressions by (99.5 %). Considering the results, the researcher recommended conducting more scientific research on media and information literacy and its educational applications.

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25 citations

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Journal Article•DOI•

Information Literacy Competency Standards for Higher Education

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Patricia A Iannuzzi

29 Dec 2000-Community & Junior College Libraries

TL;DR: Abstract In 1999 the ACRL Board established the Task Force on Information Literacy Competency Standards and charged it to develop competency standards for higher education and seeks endorsement and promulgation of these standards from professional and accreditation associations in higher education.

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Abstract: In 1999 the ACRL Board established the Task Force on Information Literacy Competency Standards and charged it to develop competency standards for higher education. ACRL seeks endorsement and promulgation of these standards from professional and accreditation associations in higher education. An Information Literacy Standards Implementation Task Force will be charged to promote the use of the standards in higher education. “Information Literacy Competency Standards for Higher Education” was approved by the Board of Directors of the Association of College and Research Libraries (ARCL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas.

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2,182 citations

"Information Literacy and Critical T..." refers background in this paper

...Allen (2008) maps what she views as the core concepts of critical thinking against the ACRL standards (ALA, 2000)....
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..., Valanides, N., & Papastephanou, M. (2011). The role of the authority of the text on critical thinking....
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The skills of argument

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Deanna Kuhn¹•Institutions (1)

Columbia University¹

01 Jan 1991

TL;DR: In this paper, the authors present an analysis of elementary argumentive reasoning that is grounded in empirical data about the competencies and incompetencies that people exhibit in their argumentative reasoning about everyday topics.

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Abstract: Introduction Scope of the Investigation The investigation to be described focuses on an individual's thinking processes, and as such it relates most directly to the sizable psychological literature on thinking and reasoning. Yet the work also addresses issues that are prominent in a number of other disciplines. From a philosophical perspective, the present work relates to an increasing interest shown by philosophers in the nature and logic of natural language argumentation (Walton, 1989). As already mentioned, philosophers of education such as Scheffler (1965) have noted the importance of reflective thinking about thought, but their ideas have not been connected explicitly to the analysis of argumentation. Here we offer those with philosophical interests an analysis of elementary argumentive reasoning that is grounded in empirical data about the competencies and incompetencies that people exhibit in their argumentive reasoning about everyday topics. From a language perspective, the present work relates to a growing area of research within discourse analysis pertaining to discourse that is argumentive (Grimshaw, 1990). What are the unique features that characterize argumentive in contrast to other kinds of discourse? Although it does not investigate social discourse directly, the research presented here, focused on the cognitive prerequisites of competent argument, offers some insight regarding the language of argument. From sociological and political perspectives, the present work is relevant to a growing understanding of the complex interrelations that exist between individual and sociological processes (Dowd, 1990).

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1,870 citations

"Information Literacy and Critical T..." refers background in this paper

...Analogous arguments for critical thinking entailing openness are a core feature of its conceptions (e.g. Ennis, 2015; Facione, 1990; Kuhn, 1991; Siegel, 1997). bell hooks views one of the aims of critical thinking instruction as leading to “radical openness” (hooks, 1994, p. 202)....
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...Reflective critique of one’s own thinking has been found to be a key critical thinking factor (Kuhn, 1991)....
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...…only included education publications; arguments for subject specificity are often associated with education (e.g. Bailin, Case, Coombs, & Daniels, 1999), while various critical thinking conceptions outside of education do consider it to be general (e.g. Ennis, 1990; Kuhn, 1991; Siegel, 1997)....
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...11 essential for thinking critically (Holma, 2015; Kuhn, 1991; Siegel, 1997)....
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...The underlying epistemology and commitment to truth one holds is considered essential for thinking critically (Holma, 2015; Kuhn, 1991; Siegel, 1997)....
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Journal Article•DOI•

Teaching to Transgress: Education as the Practice of Freedom

[...]

Kristi Johansen, Joyce Eastlund Gromko

01 Sep 1997-Journal of Music Teacher Education

...read moreread less

1,750 citations

"Information Literacy and Critical T..." refers background in this paper

...…thinking as a route to “education as the practice of freedom” (hooks, 1994, p. 20), and argues that it is the primary enabling force for change, as all people of all genders, ethnicities, and backgrounds can use their capacity to think critically and thus change and shape society (hooks, 1994)....
[...]
...The goal of fostering lifelong learning is also shared between information literacy and critical thinking authors (hooks, 1994; IFLA, 2006; Paul, 2005; Ward, 2006)....
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...…may have a lot to offer to critical thinking researchers. bell hooks views critical thinking as a route to “education as the practice of freedom” (hooks, 1994, p. 20), and argues that it is the primary enabling force for change, as all people of all genders, ethnicities, and backgrounds can…...
[...]
...Analogous arguments for critical thinking entailing openness are a core feature of its conceptions (e.g. Ennis, 2015; Facione, 1990; Kuhn, 1991; Siegel, 1997). bell hooks views one of the aims of critical thinking instruction as leading to “radical openness” (hooks, 1994, p. 202)....
[...]

Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations.

[...]

Peter A. Facione

01 Jan 1990

1,362 citations

"Information Literacy and Critical T..." refers background in this paper

...Analogous arguments for critical thinking entailing openness are a core feature of its conceptions (e.g. Ennis, 2015; Facione, 1990; Kuhn, 1991; Siegel, 1997). bell hooks views one of the aims of critical thinking instruction as leading to “radical openness” (hooks, 1994, p. 202)....
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...1007/s11245-016-9401-4 Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. Retrieved from https://eric.ed.gov/?id=ED315423 Frímannsson, G. H. (2016). Reasons and normativity in critical thinking....
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...18 Fitzgerald, M. A. (2004). Making the leap from high school to college. Knowledge Quest; Chicago, 32(4), 19–24. Frímannsson, G. H. (2016). Reasons and normativity in critical thinking....
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...18 Fitzgerald, M. A. (2004). Making the leap from high school to college. Knowledge Quest; Chicago, 32(4), 19–24. Frímannsson, G. H. (2016). Reasons and normativity in critical thinking. Studier i Pædagogisk Filosofi, 4(1), 3. https://doi.org/10.7146/spf.v4i1.18594 Fulkerson, D., Ariew, S., & Jacobson, T. (2017). Revisiting Metacognition and Metaliteracy in the ACRL Framework....
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...Traits Critical thinking conceptions often delineate dispositions and abilities (Ennis, 2015; Facione, 1990)....
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Journal Article•DOI•

Information and digital literacies: a review of concepts

[...]

David Bawden¹•Institutions (1)

Northampton Community College¹

01 Apr 2001-Journal of Documentation

TL;DR: The concept of ‘literacy’ is expanded to include newer forms of literacy, more suitable for complex information environments, and related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are discussed.

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Abstract: The concepts of ‘information literacy’ and ‘digital literacy’ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of ‘literacy’, which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills‐based literacies

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886 citations