Subjects
information literacy, standards, United Kingdom, higher education
Document Type
Research Article
Abstract
Models play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy development. This study analyzes four recently published models from the United Kingdom. The initial findings were presented in a report for an ACRL taskforce reviewing the Information Literacy Competency Standards for Higher Education. This article presents complementary, yet distinct findings from the same dataset that focus on reoccurring themes for information literacy practitioners. Taken together, the ACRL report and the findings below present innovative means in which the British models refresh information literacy guidelines in higher education.
DOI
10.15760/comminfolit.2013.7.2.142
Downloads prior to this publication
3755
Persistent Identifier
http://archives.pdx.edu/ds/psu/22412
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Martin, J. (2013). Refreshing Information Literacy: Learning from Recent British Information Literacy Models. Communications in Information Literacy, 7 (2), 114-127. https://doi.org/10.15760/comminfolit.2013.7.2.142