Information Literacy and Transfer

Herring (2011a) identifies many assumptions made about Information Literacy (IL), in particular, its transfer across subject areas. Herring (2011b) findings in the study of the use of concept maps as a tool to assess students transfer skills across time and subject areas highlighted an important issue. Students see the school as compartmentalised and did not see the importance of IL transfer skills even though the teachers in this particular study thought the student were capable of doing so (Herring 2001b). To overcome this hurdle and to encourage students to transfer IL skills and practices TL’s and teachers can:

-          Work collaboratively with other staff members to address this issue.

-          Make it a whole school approach.

-          Increasing teacher awareness across subject areas highlighting IL’s role in helping students gain new knowledge and be reflective practitioners (Herring 2011a).

-          Increase student awareness of the importance and skills obtained to be effective lifelong learners.

-          Take into consideration sociocultural perspectives, how your students learn in their particular environment (Herring 2011b).

-          Identifying effective information Literacy skills such as concept maps that are easily transferred across subject areas (Herring 2011b).

-          Developing strategies for students who lack the willingness or ability to transfer information literacy skills (Herring 2011b).

Referencing:

Herring, J. (2011a). Assumptions, Information Literacy and Transfer in High Schools. Teacher Librarian, 38(3), 32-36.

Herring, J. (2011b). Year Seven Student, Concept Mapping and the Issues of Transfer. School Libraries Worldwide, 17(1), 11-23.