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Webmaker/WebLiteracyMap/v2/research: Difference between revisions
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<blockquote>Information and computer literacy, in the conventional sense, are functionally valuable technical skills. But information literacy should in fact be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact - as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic and rhetoric) was to the educated person in medieval society.</blockquote> | <blockquote>Information and computer literacy, in the conventional sense, are functionally valuable technical skills. But information literacy should in fact be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact - as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic and rhetoric) was to the educated person in medieval society.</blockquote> | ||
<p align="right">Shapiro, J. J., & Hughes, S. K. (1996). Information Literacy as a Liberal Art: Enlightenment proposals for a new curriculum. Educom review, 31(2). p3.</p> | <p align="right">Shapiro, J. J., & Hughes, S. K. (1996). Information Literacy as a Liberal Art: Enlightenment proposals for a new curriculum. Educom review, 31(2). p3.</p> | ||
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Recommendations from Shapiro & Hughes (1996) as to what an 'information literacy as a liberal art' curriculum should include: | Recommendations from Shapiro & Hughes (1996) as to what an 'information literacy as a liberal art' curriculum should include: | ||