Subjects
information literacy; access
Document Type
Perspective
Abstract
In this paper, we propose a new conceptual model of access in which information literacy plays a vital role in understanding and utilizing information to its fullest potential. The traditional approach, where access is equated to a static item (such as a computer lab or a list of links on a website), limits post-secondary students in their capacity to effectively navigate through the ever expanding plethora of information. Our new model, in which technological and information literacies are equally combined to form a true access outcome, offers a simple framework for post-secondary institutions to re-conceptualize access.
DOI
10.15760/comminfolit.2012.5.2.104
Downloads prior to this publication
1360
Persistent Identifier
http://archives.pdx.edu/ds/psu/22453
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Andreae, J., & Anderson, E. (2012). Re-conceptualizing Access: The New Role of Information Literacy in Post-Secondary Education. Communications in Information Literacy, 5 (2), 74-81. https://doi.org/10.15760/comminfolit.2012.5.2.104
