Include producing information for others in information literacy instruction, with guidance and a phase of critiquing the resource¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that educators treat production as a core aspect of information literacy: "information literacy standards should explicitly include producing information for others." Producing for a real audience gives students a starting point for reflecting on where information comes from and supports second-order skills. Because opportunities for such reflection "come too seldom" without mentors, guidance is necessary, and an additional phase asking students to identify weaknesses in the resource and find collaborators may help approach collective cognitive responsibility.

Design Implications¶

Context¶

Requirements¶

• Access to media students can reappropriate and remix, including open licensing
• Guidance from teachers, parents or other mentors

Constraints¶

• Some students were at first overwhelmed by participating in a public forum; interventions began at the right level of complexity in these studies

Target Learners¶

• Secondary school students in science and information literacy contexts

Target Learning Goals¶

• Second-order information literacy: reflecting on how information is produced and assessing novel sources

Claims¶

• Producing a public information resource evoked a sense of responsibility toward readers that motivated care about information quality [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Andrea Forte. (2015). The new information literate: Open collaboration and information production in schools. Intern. J. Comput.-Support. Collab. Learn. 10:35–51. https://doi.org/10.1007/s11412-015-9210-6