Subjects
Instruction; information literacy; strategic positioning
Document Type
Research Article
Abstract
This article is a reflection on the author's 2005 Chronicle of Higher Education article "Information Literacy Makes All the Wrong Assumptions." In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's "vertical" disciplinary agendas, while information literacy serves its "horizontal" institution-wide agenda.
DOI
10.15760/comminfolit.2013.7.2.146
Downloads prior to this publication
1582
Persistent Identifier
http://archives.pdx.edu/ds/psu/22416
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Wilder, S. J. (2013). A Reconsideration of Information Literacy. Communications in Information Literacy, 7 (2), 150-153. https://doi.org/10.15760/comminfolit.2013.7.2.146