Information Literacy:

 

an exploration of the issue

with British children under the age of twelve in mind

 

 

Katie Day

katie.appleton.day@gmail.com

 

Charles Sturt University

June 2003

 

 

Beginning definitions

 

The need to define information literacy at its every invocation is an issue in itself, but let me start with these two working definitions, one from the US and one from Australia:

 

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information.

(American Library Association 1989).

 

To be able to function well in society, which entails the ability to read, use numbers and to find information and use it appropriately.

(Langford 1998, citing Breivik 1993).

 

Stakeholders in information literacy

 

Information is a major distinguishing factor of the modern world, with the phrases the “Information Age” and the “Information Society” now clichés (and hence reduced in meaning). The increase in the volume of information continually being generated has in turn generated concern about the ability of people to handle it. The notion of progress is inherent in modernity; no one wants to be left behind – especially when it comes to information. Managing the societal changes wrought by increased information is a great concern of governments – in terms of maintaining and improving both its citizenship base (for those political systems theoretically built out of its citizens) and its economic base (in terms of producing productive workers to generate wealth). The government could therefore be considered the most important stakeholder, with society in general a secondary stakeholder and beneficiary.

 

National educational systems are the major means of governments molding its citizens and workers, with literacy and numeracy the most basic goals. Literacy – in the traditional sense of being able to decipher printed words in a meaningful way – has been attached to this modern factor to create a new concern: information literacy. And just as literacy in the traditional sense has always been a main focus of the educational systems, so too is information literacy. Therefore, major stakeholders are schools and teachers at all levels, whether involved with children or with educating adults who will be working with children; students at all levels; and librarians, as libraries are mainly extensions of government or institutional concerns with education.

 

Increases in both life expectancy and the rate of change in the workplace, transformed by technological advances, have caused governments to champion the idea of lifelong learning – with the goal of producing a flexible and educated workforce able to take competitive advantage of economic changes.

 

“No matter how information-rich or information-poor a learning institution is, the stakeholders in the goal toward lifelong learning – the one accepted and unchallenged outcome of information literacy – are all of us” (Langford 1998).

 

Conceptions of information literacy

 

Information literacy covers the range from purely technical skills (usually referred to as IT – or information technology) to purely cognitive ones – a spectrum which “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” (Shapiro & Hughes 1996).

 

Theories and methods abound, all jostling for predominance in the educational marketplace. Just as information itself has been perceived in a number of ways (see the article ‘Information as Thing’ (Buckland 1991)), so too has information literacy. For example, here are three well-known theories or methods – one Australian, one British, and one American – which employ different underlying metaphors in conceiving information literacy.

 

Bruce (1997a; 1997b) in her use of the phrase “the seven faces of information literacy” suggests a multi-faceted gem, each conception shining depending on how it is held up to the light: information technology; information sources; the information process; information control; knowledge construction; knowledge extension; and wisdom.

 

SCONUL (Standing Conference of National and University Libraries) (2003) has a Seven Pillars model (originally developed in 1999) – the diagram of which resembles a building, with its foundation of basic library and basic IT skills and roof of information literacy, held up by seven pillars: Recognise information need; Distinguish ways of addressing; Construct strategies for; Locate and access; Compared and evaluate; Organise and apply; Synthesise and create.

 

Eisenberg and Berkowitz’s (2003) the Big6 – the most widely promoted American “information problem-solving” model (originally developed in 1988) – has six explicitly numbered stages (each with two sub-stages) evoking the image of a step-by-step journey: 1. Task definition; 2. Information seeking strategies; 3. Location and access; 4. Use of information; 5. Synthesis; 6. Evaluation.

 

One of the best articles exploring the various manifestations of the concept of information literacy is Linda Langford’s ‘Information Literacy: A Clarification’ (1998). In her survey of other theorists, she likens attempts to describe information literacy – whether in terms of skills or behaviours and attitudes or processes or as a subject of social education – to the Indian parable of the blind men and the elephant, each understanding only the part they are touching. “Information literacy is an applied concept that takes on many approaches depending on what part of the curriculum is in focus” (Langford 1998). She stresses that one indisputable feature of all definitions of information literacy is that it is a means to the universally acclaimed paradigm of lifelong learning.

 

The multiplicity of the approaches and images of information literacy is mirrored in the number of literacies discussed in the same breath with it. Todd (1999, p. 27) in his survey of the definitions of information literacy comments: “In essence, the indicators of information literacy give emphasis to cognitive, affective and behavioural competencies as an interconnected set of literacies”. Langford (1998) lists such emerging literacies as “technological, critical, business, traditional, network, basic, scholarly, environmental, library, electrographic, cultural, moral, e-literacies, digital, information, and even new basic literacy”. Shapiro and Hughes (1996) cite seven dimensions of literacy: tool, resource, social-structural, research, publishing, emerging technology, and critical.

 

Multiple literacies feature prominently in the broader concept of “21^st-century skills” for this “Digital Age” – two phrases currently in vogue. For example, the 21^st Century Literacy Summit in Germany (sponsored by the Bertelsmann Foundation and the AOL Time Warner Foundation) promoted a “new 21^st Century Literacy” comprised of technology literacy, information literacy, media creativity, global literacy, and literacy with responsibility (21^st Century Literacy Summit 2002).

 

The historical development of the issue of information literacy has progressed along the spectrum already described – starting out with a concern for mastery of the technical tools which originally made the storage and transmission of vast amounts of data possible, e.g., the computer and databases – then moving along to methods and strategies for instilling effective information searching behaviours, and finally leading up to an focus on independent, lifelong learning and the multiple intelligences of humans which need to be developed, whether involving the use of technology or not. Todd (1996, p. 6) cites Heilprin’s notion of two phases – the ‘Age of Information’ followed by the ‘Age of the Mind’ – and goes on to state that “information literacy is an Age of the Mind concept”.

 

It is important to note that as information literacy concerns and affects people of all ages, no distinction has been made in this discussion so far between theories intended for or emerging out of work with a particular age band (primary school, secondary school, higher education, or adult education).

 

Information literacy in the UK and primary-school children

 

Having very briefly surveyed the concept of information literacy in English-language cultures, the focus of this paper will now narrow down to the UK and information literacy initiatives for children under the age of twelve.

 

If concepts of information literacy are viewed in terms of the nationality or geographical location of the most prevalent theorists (evidenced in citations, conference presentations, and the implementation of their theories in schools), how does the UK fare? Frankly, the leading lights appear to be in Australia and the United States. And this seems to be true whether speaking about information literacy relating to children or adults.

 

What is the official stance towards information literacy in the UK – given that government and state educational institutions are major stakeholders in the issue – especially for children under the age of 12? Certainly both the word “information” (as in Information and Communications Technology (or ICT)) and the word “literacy” (as in The Literacy Hour) appear in many contexts.

 

There are several government initiatives focusing on information, the main one being the National Grid for Learning, launched in 1997, as a “strategy for information and communications technology (ICT) in education and lifelong learning” with the following three major goals:

 

• to provide a gateway to educationally-valuable content on the internet (the NGfL portal);

• to develop an infrastructure in schools, libraries, colleges, universities, workplaces and homes to support access to the internet;

• to provide a programme of training to develop ICT good practice

(The National Grid for Learning 2003)

 

The UK is known for its centrally controlled system of educational qualifications and the National Curriculum (first introduced in 1988) includes ICT programmes of study and attainment targets for children up to the age of sixteen. The programme elements for ICT at all levels fit into the common conceptions of information literacy: finding things out; developing ideas and making things happen; exchanging and sharing information; and reviewing, modifying and evaluating work as it progresses. Yet out of 68 items on the “fixed wordlist that reflects all the essential ideas about ICT in the National Curriculum” (provided to assist a Key Phrase Search of the National Curriculum online), only about 6 do not explicitly involve technological tools, i.e., related to using a computer (The National Curriculum 2003). So the emphasis of ICT appears to be rooted in the technology end of the information literacy spectrum.

 

Another major aspect of the National Curriculum in the primary schools is the Literacy Hour, started in 1997 with the aim of raising the literacy (in the traditional sense of reading and interpreting text) results for primary-age pupils (The National Literacy Strategy 2003). A related initiative is the National Literacy Trust which has the subtitle: “Building a literate nation”.

 

Traditional literacy has priority at the moment over ICT skills. For example, a news item from June 2002 on the National Literacy Trust’s section on “England’s approach to ICT” states: “The use of ICT to support the national literacy strategy is increasing, albeit slowly” (The National Literacy Trust 2003). A search of The Guardian archives (back to 1 September 1998) – a British newspaper with a well-regarded education section – for the phrase “information literacy” resulted in just one article that discusses the need for primary school teachers to use ICT to help boost the literacy achievement levels (still not up to the government target of 80% for 11-year-olds) (Haughton 2003). A similar search of The Times Educational Supplement reveals just one pertinent article which complains about plenty of ICT in the curriculum for 14-16 year olds in the UK, but not much in the way of information literacy (McFarlane 2002).

 

The National Curriculum is not the only possible path to information literacy for primary school children. There is also the school library. The homepage of the School Library Association in the UK boldly states: “The School Library Association supports all those committed to the promotion and development of school libraries and information literacy” (The School Library Association 2003). The Library Association (now merged with the Institute of Information Scientists in the form of CILIP, the Chartered Institute of Library and Information Professionals) published guidelines for primary schools in 2000. The one page (out of 24) devoted to “Information Literacy” promotes a 10-step “Exit Model” of information processing stages and teaching strategies for “extending interactions with text”(The Primary School Library Guidelines 2000).

 

Unfortunately the impact of school librarians on primary-school children in the UK is apt to be minimal. Information literacy programs in primary education appear to be most prevalent and extensive in countries which feature teacher librarians (with dual qualification requirements) in charge of the school libraries, e.g., the US and Australia. According to Elizabeth Bentley, a school librarian and the moderator of the most active UK school librarian internet discussion group:

 

A very different situation obtains in the UK, where school librarians are employed on a different pay scale from teachers and are rarely dually qualified. In many schools a teacher is in charge of the library, but in these cases they are not normally based fulltime in the library but have up to a full teaching load. In these cases there may also be a non-qualified library assistant actually staffing the library.

Hardly any primary (up to age 11) schools have qualified librarians.

(Bentley 2003)

 

In summary, “information literacy” is not a prevalent term in the discourse surrounding primary education in the UK, nor is any other equivalent term or phrase used. Instead it appears that basic “literacy” + “ICT” is the prescribed combination for young children setting off on their journey of lifelong learning. The phrase “information literacy” is found much more frequently in the upper age range of the educational system, with most of research and projects relating to information literacy focused on older students. For example, one of the most comprehensive UK websites devoted to the theory of information literacy is “The Information Literacy Place”, which is strongly oriented to the higher/further education sector (Webber & Johnston 2003).

 

The general immaturity of the state of information literacy in the UK is openly acknowledged on the “Background and Context” webpage of The Big Blue, a major university-led project that “surveyed present practice in Information Skills Training for students in Higher and Post-16 Education” with the aim of “ensuring a coherent approach to the development of an information literate student population in the UK” (The Big Blue 2003).

 

The USA and Australia are ahead of the UK in terms of development of innovative approaches to Information Skills (IS) training. They are also further on in the establishment of standardisation in the delivery of this training. In the UK, IS training features within the National Curriculum, but within the Post-16 and HE sectors a strategic approach to the incremental implementation of IS training to students is yet to be established.

(The Big Blue 2003)

Implications and future directions

 

Information professionals in the UK need to be pro-active about their own development and follow developments in other countries, remembering that being “behind” can have its advantages, allowing one to learn from others’ mistakes and practices.

 

Information professionals also need to promote themselves, to increase their number and their presence in schools. Ensuring that all primary schools have qualified teacher librarians in schools will take time and cost money, but the government should be made aware of the enormous advantages it will provide in terms of increasing information literacy. Money spent at the beginning of the life of the “lifelong learner” can only be a savings in the long run.

 

More research could be done in the UK on information literacy and how it can be incorporated into the National Curriculum. The division of attention between literacy and ICT may be short-sighted on the part of the government. If they are truly concerned with promoting lifelong learning, then they need to recognise the central importance of information literacy throughout the educational system.

 

“The fundamental purpose of schooling is the development of people as independent learners…. and information literacy [is] the essential foundation of independent learning….”

(Todd 1996, p. 3)

 

♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦

 

1. Key References

 

 

Kuhlthau, C. 2001, ‘Rethinking libraries for the information age: vital roles in inquiry learning’, IASL (International Association of School Librarianship) Conference 2001, 9-12 July, 2001, viewed 4 May 2003, http://www.iasl-slo.org/keynote-kuhlthau2001.html.

 

Kuhlthau is a professor at Rutgers University in New Jersey, USA, and is known for her research into the information-seeking experience and how the personal constructs of searchers affect the search process. This article focuses on the role school libraries can and should play in creating schools fit for the Information Age. Libraries that enable inquiry as a way of learning. What she describes is what the school librarians in the UK should be striving for.

 

Langford, L. 1998, ‘Information literacy: a clarification’, School Libraries Worldwide, vol. 4, no. 1, 1998, pp. 59-72, viewed 25 May 2003, http://www.fno.org/sept98/clarify.html .

 

According to the author note on this article, Langford is a teacher librarian who was to start her PhD at Charles Sturt in 1999. In this article she discusses the history and major theories of information literacy from a teacher librarian point of view, especially the concept of multiple literacies as it relates to information literacy. It is notable for its readable style and thoughtful exploration of the issue.

 

Moore, Penny 2002, ‘An analysis of information literacy education worldwide’, White Paper prepared for UNESCO, the U.S. National commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic, July 2002, viewed May 15, 2003, www.nclis.gov/libinter/infolitconf&meet/moore-fullpaper.pdf

 

Dr. Penny Moore, a New Zealander, is the Executive Director of IASL (International Association of School Libraries). In this article she reviews the concept of information literacy and how it “demands a new way of thinking about learning and teaching and how it may be in conflict with cultural standards and expectations”. She covers different practices in different countries, giving examples of research projects attempting to measure the effect of information literacy programs. Important for its international and academic breadth.

 

Todd, R. 1999, ‘Information literacy: concept, conundrum, and challenge’, keynote address, Proceedings of the fourth national information literacy conference conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Special Interest Group, 3, 4, and 5 December 1999, pp. 25-34.

 

Todd is one of the leading advocates and theorists of information literacy. This article was important for me in being “a broad critical and reflective overview of the Australian information literacy scene”. He reviews the theoretical work done to date and argues for further research. What is particularly valuable about his perspective is his constant pushing of the boundaries, e.g., “the need to examine ideas and issues of information literacy in the broader social environment beyond formal education”. If Kuhlthau represents the cutting edge in the US, then Todd represents the same in Australia.

 

Webber, S. and B. Johnston, B. 2003, The Information Literacy Place, last updated 5 June 2003, viewed 8 June 2003, http://dis.shef.ac.uk/literacy/default.htm .

 

Webber teaches at Sheffield University and Johnston teaches at Strathclyde University. For both, information literacy is the first subject listed in their areas of professional interest. The website covers their own latest project – “UK academics’ conceptions of, and pedgagy for, information literacy” – as well as resources about information literacy in general. For example, the website includes links to both the Moore article and the Langford one. As mentioned in the body of this paper, the information and links on this site are mainly concerned with information literacy in higher/further education. Nevertheless, there is plenty of interest to anyone researching information literacy, especially in the UK.

 

II.References

 

21^st Century Literacy Summit 2002, homepage, March 7-8, 2002, Berlin, Germany, viewed 26 May 2003, http://www.21stcentury/literacy.org/overview/index.htm .

 

American Library Association 1989, ‘Presidential Committee on information literacy: final report’, Association of College & Research Libraries, American Library Association, 10 January 1989, viewed 27 May 2003, http://www.ala.org/Content/NavigationMenu/ACRL/Publications/White_Papers_and_Reports/Presidential_Committee_on_Information_Literacy.htm .

 

Bentley, E. elizabeth@wardrobe-on-the-web.com 2003, ‘[sln] UK school librarians: Any comments on this?’, SLN (School Librarians Network) Discussion List, posted 13 April 2003, sln@yahoogroups.com .

 

The Big Blue: Information Skills for Students 2003, homepage, viewed 8 June 2003, http://www.leeds.ac.uk/bigblue/

 

Bruce, C. 1997a, The seven faces of information literacy, Auslib Press, Adelaide, pp. 29-35, 38-41.

 

Bruce, C. 1997b, Seven faces of information literacy in higher education, viewed 16 June 2003, http://sky.fit.qut.edu.au/~bruce/inflit/faces/faces1.php.

 

Buckland, M. 1991, ‘Information as Thing’, Journal of the American Society of Information Science, vol. 42, no. 5, June 1991, viewed 8 February 2003, http://www.sims.berkeley.edu/~buckland/thing.html .

 

Eisenberg, M. 2003, A Big6 Skills Overview, viewed 29 May 2003, http://www.big6.com/showarticle.php?id=16 .

 

Haughton, E. 2003, ‘Result booster: ICT literacy teaching needs to be more imaginative and wide-ranging’, The Guardian, UK, 7 January 2003, viewed 7 June 2003, http://education.guardian.co.uk .

 

McFarlane, A. 2002, ‘Measuring the digital divide’, The Times Educational Supplement, UK, 13 September 2002, viewed 10 June 2003, http://www.tes.co.uk .

 

The National Curriculum for England online 2003, homepage, DfES (Department for Educational Skills), UK, viewed 4 June 2003, http://www.nc.uk.net/home.html .

 

The National Grid for Learning 2003, home page, BECTA (British Educational Communications and Technology Agency), UK, viewed 28 May 2003, http://www.ngfl.gov.uk

 

The National Literacy Strategy 2003, About page, DfES (Department for Educational Skills), UK, viewed 6 June 2003, http://www.standards.dfes.gov.uk/literacy/about/?a=fwa&art_id=81 .

 

The Primary School Library Guidelines, 2000, The Library Association, London, UK, viewed 26 May 2003, http://www.la-hq.org.uk/directory/prof_issues/primary.pdf

 

Schapiro, J. & S. Hughes 1996, ‘Information literacy as a liberal art: enlightenment proposals for a new curriculum’, Educom Review, vol. 21, no. 2, March/April 1996, viewed 29 May 2003, http://www.educause.edu/pub/er/review/reviewArticles/31231.html .

 

The School Library Association 2003, homepage, UK, last updated 2 June 2003, viewed 4 June 2003, http://www.sla.org.uk .

 

Todd, R. 1996, ‘Independent learning and information literacy: an essential partnership for learning’, in Learning Resourcefully: challenges for teacher librarians in the information age, ed. by Maureen Nimon, Auslib Press, Adelaide, 1996, pp. 3 – 18.

 

SCONUL (Standing Conference on National and University Libraries) 2003, Information Literacy, UK, last updated April 2003, viewed 16 June 2003, http://www.sconul.ac.uk/activities/inf_lit.

 

 

III.Further Bibliography

 

21^st-Century Skills 2003, NCREL (North Central Regional Educational Laboratory), viewed 10 April 2003, http://www.ncrel.org/engauge/skills/indepth.htm

 

Abilock, D. 2003, 21^st Century Literacies, viewed 10 April 2003, http://www.noodletools.com/debbie.

 

American Library Association 1998, ‘Information Power: The Nine Information Literacy Standards for Student Learning’, American Association of School Librarians, viewed 26 May 2003, http://www.ala.org/aaslTemplate.cfm?Section=Information_Power&Template=/ContentManagement/ContentDisplay.cfm&ContentID=12972 .

 

Barrett, L. & M. Danks 2003, ‘Information literacy: a crucial role for schools’, Update, CILIP, UK, May 2003, viewed 10 June 2003, http://www.cilip.org.uk/update/issues/may03/article3may.html .

 

Carvin, A. 2000, ‘Beyond access: understanding the digital divide’, keynote address, NYU Third Act Conference, May 19, 2000, viewed 29 May 2003, http://www.benton.org/divide/thirdact/speech.html .

 

Centre for Information Research (CIRT) 2003, homepage, UK, viewed 10 June 2003, http://www.cie.uce.ac.uk/cirt/index.htm .

 

Eisenberg, M. & D. Johnson, 2002, ‘Learning and teaching information technology: computer skills in context’, ERIC Digest, September 2002, viewed 26 May 2003, retrieved from Proquest database.

 

Friesen, J. ‘Giving students 21^st century skills: a practical guide to contemporary literacy’, Multimedia Schools, US, vol. 10, issue 3, May/Jun 2003, pp. 22-26, viewed 8 June 2003, retrieved from Proquest database.

 

Harris, F. J. 2003, ‘Information literacy in school libraries: it takes a community’, Reference & User Services Quarterly, Chicago, Spring 2003, vol. 42, issue 3, pp. 215-223, viewed 1 June 2003, retrieved from ProQuest database.

 

Hay, L. & J. Henri, 1995, ‘Leadership for collaboration: making vision work’, 61^st IFLA General Conference – Conference Proceedings – August 20-25, 1995, viewed 21 May 2003, http://www.ifla.org/IV/iflab61/61-hayl.htm

 

The Information Literacy Life Cycle 2002, U.S. National Commission on Libraries and Information Science, working draft 11 December 2002, viewed 28 May 2003, http://www.nclis.gov/libinter/infolitconf&meet/InformationLiteracyStages,Responsibilities&OutcomesMatrix.pdf .

 

Information Literacy Standards 2001, first edition, Council of Australian University Librarians, Canberra, 2001, viewed 1 April 2003, http://www.caul.edu.au

 

Information Skills and Literacy 2002, CoSLA (Council of School Library Associations (SA) Inc., Australia, last updated 3 August 2002, viewed 16 June 2003, http://www.cosla.asn.au/infosk.html .

 

Learning and Skills Hub: Learning Resources Centre, 2002, Becta (British Educational Communications and Technology Agency), UK, last updated 20 December 2003, viewed 4 June 2003, http://lshub.ngfl.gov.uk/learningandteaching.cfm?cat=21 .

 

McKenzie, J. 1998, ‘The Information Literature School Community’, From Now On: The Educational Technology Journal, USA, vol. 8, no. 1, September 1998, viewed 12 April 2003, http://www.fno.org/sept98/infolit.html

 

McKenzie, J. 1999, ‘Teaching to the Standards (Life’s Standards)’, From Now On: The Educational Technology Journal, USA, vol. 9, no. 3, November 1999, viewed 21 May 2003, http://fno.org/nov99/standards.html .

 

McKenzie, J. 2000, ‘Winning with Information’, From Now On: The Educational Technology Journal, USA, Special Summer 2000 issue, viewed 21 May 2003, http://optin.iserver.net/fromnow/sum00/winning.html .

 

Murray, J. 2000, ‘Librarians evolving into cybrarians’, Multimedia Schools, US, vol. 7, issue 2, Mar/Apr 2000, pp. 26-30, viewed 6 June 2003, retrieved from Proquest database.

 

Murray, J. 2003, ‘Contemporary literacy: Essential skills for the 21^st century’, Multimedia Schools, US, Mar/Apr 2003, p. 14-18, viewed 26 May 2003, retrieved from Proquest database.

 

The National Literacy Trust 2003, home page, UK, viewed 28 May 2003, http://www.readon.org.uk/index.html

 

Pacific Bell/UCLA Initiative for 21^st Century Literacies 2003, homepage, last updated 20 March 2003, viewed 8 June 2003, http://newliteracies.gseis.ucla.edu/index.html.

 

Plotnick, Eric 1999, ‘Information Literacy’, ERIC Digest, February 1999, viewed 29 May 2003, retrieved from Proquest database.

 

Rader, H. 2002, ‘Information literacy 1973-2002: a selected literature review’, Library Trends, Urbana, vol. 51, issue 2, Fall 2002, pp. 242-259, viewed 26 May 2003, retrived from Proquest database.

 

Robinson, A. 2003, Strongest Links for School Librarians – Information Literacy – General Guides, UK, last updated 23 May 2003, viewed 8 June 2003, http://www.strongest-links.org.uk/infolit_general.htm .

 

Serim, F. & J. Murray 2003, ‘Literacy in (and for) our time: A conversation’, Multimedia Schools, US, May/Jun 2003, viewed 6 June 2003, retrieved from Proquest database.

 

Todd, R. 2001, ‘Transitions for preferred futures of school libraries: Knowledge space, not information place, Connections not collections, Actions, not positions, Evidence, not advocacy’, IASL (International Association of School Librarianship) Conference 2001, viewed 27 May 2003, http://www.iasl-slo.org/virtualpaper2001.html .

 

Transforming the way we learn: a vision for the future of ICT in schools, 2002, DfES (Department for Education and Skills), UK, 1 January 2002, viewed 4 June 2003, http://www.dfes.gov.uk/ictfutures .

Katie Day Information Literacy Page 1 of 11

INF429 June 2003