Information and digital literacy in education via the digital path

Introduction. Grounded in Alexander’s model of domain learning, this study presents an integrated micro-model of information literacy. It is predicated upon the central importance of domain learning for the development of the requisite research skills by students.
Method. The authors reviewed previous models of information literacy and inquiry-based learning to create a new model. A systematic review of research studies from cognitive development, learning theory and information science literature was conducted to demonstrate how domain learning provides the requisite knowledge and interest for students to apply the concepts and skills of information literacy.
Results. Novices and experts exhibit marked differences in their information gathering and online searching capabilities and strategies based on their levels of domain knowledge and interest.
Conclusions. The integrated information literacy model and research findings show how librarians and college faculty can collaborate in new partnerships to strengthen disciplinary information literacy in undergraduate curricula. Specific recommendations are given for how teaching techniques can be improved to enhance the development of information literacy skills for online searching and information evaluation and to foster greater domain learning.

The Digitally Literate research project seeks to document instructional use of digital texts & tools in global classrooms.

This study will focus on the knowledge, skills, and dispositions utilized by educators as they embed digital texts and tools in literacy instruction. We will sampling broadly to identify educators across global settings who are authentically and effectively embedding digital literacies into instruction. Our focus extends from early childhood to to higher education settings.

While this generation of students is growing up using technology, they often lack the complete host of digital literacy skills needed for success by the time they enter high school, said Jeff Meyer, director of education at Learning.com during a recent webinar hosted by edWeb.net.

The technology and core standards of organizations such as ISTE, CSTA, and Common Core State Initiative stipulate that students need foundational digital literacy skills to demonstrate writing, reading, and mathematical achievement. It is imperative that students are prepared to enter high school ready for the rigors of writing advanced essays, conducting internet research, engaging in data collection, presenting ideas and drawing conclusions.

Information literacy (IL) refers to the set of skills required to locate, evaluate and use information effectively.
Information literacy skills are useful study skills that become essential as students progress to post-graduate level work. They also have wider benefits, encouraging students to become independent, lifelong learners, and enabling people to actively participate as citizens of the 'information society'. These skills are also recognised by employers as essential in the modern workplace.