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Information Literacy

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How Information Literacy Relates to the SPL Model in Education
Theresa McInnes
University of Phoenix

How Information Literacy Relates to the SPL Model in Education In an age where information is available with a single keystroke, Information Literacy (IL) is a foundational necessity. Striving to become a productive component in a global society, educators recognize many basic skills have been lost in the process (Badke, 2009). The speed of technology has replaced notable research tools such as paper books, paper pads and pens. Public demands for acquiring research quicker than previously available has weakened the reliability of the research available (Larsen, 1997). In relation to education, the processing speed information technology brings, directly impacts literacy, integrity and responsibility in regards to the Scholarship, Practice, and Leadership Model.
Scholarship and Information Literacy Russell (2009) described the vast amount of information as overwhelming, which in turn drives many students to seek out easier but less reliable alternatives such as Dictionary.com or Wikipedia (p.92). As educators and life-long learners, educating students, while young, of the difference between reliable sources for credible information and quick-fix sites is crucial. A non-scholarly leader may underestimate the value of information literacy. Without the ability to know when information may be required, how to seek, evaluate and process information, or how to use information for appropriate decision making, leaders will vacillate (Larsen, 1997). Teachers should begin teaching information literacy in grade school. According to Rowlands “intervention at university age is too late: these students have already developed an ingrained coping behaviour [sic]: they have learned to `get by’ with Google” (pg. 23). Scholars must not abandon literacy by ignoring the importance of applying reliable information to the process of learning. Seeking valid and appropriate information is the responsibility of every scholar-leader (Hess and Kelly, 2005). Scholarship is a full-time endeavor therefore, information literacy is required (Hess and Kelly, 2005).
Practice and Information Literacy Practical application of knowledge gained through research is necessary in any and all establishments. Students are not born with an inherent knowledge of where to find information or what is valid and credible and what is not (Rowlands, 2008). For valid, practical application of information, finding reliable sources which contain credible information is a learned skill (Rowlands, 2008). How to apply that information to pertinent decision making is yet another skill an individual will learn as a scholar. Practitioners must possess some leadership skills to influence the change and growth new information encourages (Rader, 2002). The human brain is a powerful and complex processing organ (Marois and Ivanoff, 2005). Despite such complexity, the human brain is not designed to hold and store a vast amount of information (Marois and Ivanoff, 2005). Turusheva (2009), stated “50% of the students’ knowledge is forgotten in several months” (p. 127). If information, or knowledge is not used or applied, the human brain discards what is not being used (Turusheva, 2009). Therefore, teaching students to gather pertinent information for application is imperative (Turusheva, 2009).
Leadership and Information Literacy With current technological trends, school leaders and teachers are hard pressed to keep up with demands in technology and information literacy education (Radar, 2002). Many schools use the library primarily as a ‘Specials’ class at the elementary and middle school level where many are ill-equipped to satisfy the demands for research (Farmer and Henri, 2008). Schools do not feel the need expedite funds for library resources as information technology is quicker and replaces the need for books (Farmer and Henri, 2008). With this new technological library comes certain responsibilities for leaders and educators: preserving valuable research skills that cannot be acquired from the internet (Badke, 2009). As educators and leaders in education, students have been failed by a system that, according to Badke (2009), “let the Net Gen-ers make the search engine their go-to tool for information, so now 70% or 80% of all students in higher education seek out Google first for every kind of research” (pg. 47-48). The responsibility of any leader is to lead and inform (Hess and Kelly, 2005). Educating is a part of a leadership role extending to educating teachers about information literacy so students may also benefit from the information. However, the ever growing demand for researchable material has been capitalized, and only those with money are able to have full access (American Library Association, 1989). The impact of monetary demand immediately limits research and literary access and knowledge accessibility to free and less reliable sources. Yet leaders and educators have a responsibility of training youth about information literacy. At Ridgeline Academy in Phoenix, Arizona, educators are trained during professional development on how to determine reliable information. Expectations for students have become a part of the curriculum and grading rubrics are used to ensure students fully understand what a reliable source is and how to use the information.
Conclusion
The internet is fast but the scholar must determine which information is reliable regardless of speed. Information literacy is the foundation for research and academic integrity. Educators and leaders have a responsibility to guide researchers and provide guidance and application of reliable and valid sources of information. Integrity and responsibility correlates directly to the Scholarship, Practice, and Leadership model, which is a major component in education and research (Farmer and Henri, 2008).

References
American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
Badke, W. (2009). How we failed the net generation, 33.4, 47-49. http://web.b.ebscohost.com.ezproxy.apollolibrary.com
Farmer, Leslie S.J. and Henri, J. (2008). Information Literacy in K-12 Settings. Maryland, U.S.A.: Scarecrow Press, INC.
Hess, F.M. and Kelly, A.P. (2005). Learning to Lead? What Gets Taught in Principal Preparation Programs. Retrieved from http://www.hks.harvard.edu/pepg/PDF/Papers/Hess_Kelly_Learning_to_Lead_PEPG05.02.pdf
Larsen, L.L. (1997). Information Literacy: The Web is not an Encyclopedia. http://delivery.acm.org.ezproxy.apollolibrary.com/
Marois, R. and Ivanoff, J. (2005). Erratum: Capacity limits of information processing in the brain. Trends in Cognitive Sciences, 9.9, 415 http://www.sciencedirect.com/science/article/pii/S1364661305001178
Rader, H.B. (2002). Teaching and Assessing Information kills in the 21st Century: A Global Perspective. Library Trends, 51.2, 141-261. https://www.ideals.illinois.edu/bitstream/handle/2142/8463/librarytrendsv51i2_opt.pdf?sequence=3#page=109
Rowlands, I., Dr. (2008), Information Behaviour [sic] of the Researcher of the Future: A Ciber Briefing Paper. Retrieved from http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf
Russel, P. (2009). Why universities need information literacy now more than ever. Feliciter, 55.3, 92-94. http://web.b.ebscohost.com.ezproxy.apollolibrary.com
Turusheva, L. (2009). Student`s information competence and its importance for life-long education. Problems of Education in the 21st Century, 12, 126-132. http://web.b.ebscohost.com.ezproxy.apollolibrary.com

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