15 Teaching Information Literacy to Would-Be Teachers
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Varsha Varma
Varma, Varsha College Librarian, College of Education, Shreemati Nathibai Damodar Thackersey (SNDT) Women’s University, Pune, India. Varsha has been a dedicated librarian at SNDT College of Education for the past thirty-five years. She has served as an essential part of the college’s academic infrastructure, ensuring that students and faculty have access to vital resources to support their learning and research endeavours. Currently pursuing a PhD in health information literacy, Varsha is committed to exploring how individuals, especially future educators, can navigate and evaluate health-related information. This focus aligns with her dedication to enhancing information literacy skills among students, particularly in the context of teacher training. Throughout her career, Varsha has actively contributed to the academic community by publishing and presenting numerous papers at both national and international conferences.
Email:
varshavarma1234@gmail.com Murari, Durga Retired Deputy Librarian, Bharatratna Maharshi Karve Knowledge Resource Centre, Pune, India, with a period as University Librarian. She is a senior library and information science professional with over thirty years experience. Durga holds a Master’s degree and Doctorate in the field of library and information science. Her specialisation is in information needs and information seeking skills. She was a Fulbright Fellow in the Department of Library and Information Science at the University of California in Los Angeles CA, US. She has participated in many conferences and has various publications to her credit. During the pandemic, Durga and her team conducted online programmes to help students with their information needs. She was an active participant in debating and dramatics in her college years.
Email:
duansampune@gmail.com
Abstract
This chapter focuses on a study examining information literacy knowledge and skills held and required by students training to be teachers at the College of Education, Pune, part of the Shreemati Nathibai Damodar Thackersey (SNDT) Women’s University based in the city of Mumbai, India, with campuses elsewhere, including Pune. Future teachers must master information literacy both for themselves, and for effectively teaching and inculcating information literacy skills in their future students, to help them succeed in their studies and become lifelong learners. The purpose of the study undertaken was to assess the levels of information literacy of teacher education students. The would-be teachers will subsequently teach in rural, semi-urban or low-socioeconomic schools in India where libraries may not be staffed by trained school librarians, and where pupils might not have information and communications technology in their homes or schools. Students studying teaching must acquire skills and knowledge in delivering information literacy programmes including creative effective lesson plans and assignments that will enable future students to gain information literacy skills, strategies, and attitudes for life in the 21st century.
Abstract
This chapter focuses on a study examining information literacy knowledge and skills held and required by students training to be teachers at the College of Education, Pune, part of the Shreemati Nathibai Damodar Thackersey (SNDT) Women’s University based in the city of Mumbai, India, with campuses elsewhere, including Pune. Future teachers must master information literacy both for themselves, and for effectively teaching and inculcating information literacy skills in their future students, to help them succeed in their studies and become lifelong learners. The purpose of the study undertaken was to assess the levels of information literacy of teacher education students. The would-be teachers will subsequently teach in rural, semi-urban or low-socioeconomic schools in India where libraries may not be staffed by trained school librarians, and where pupils might not have information and communications technology in their homes or schools. Students studying teaching must acquire skills and knowledge in delivering information literacy programmes including creative effective lesson plans and assignments that will enable future students to gain information literacy skills, strategies, and attitudes for life in the 21st century.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
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Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
-
Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
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Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
-
Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
-
Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
-
Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
