2.Mackey, Thomas. and Jacobson, Trudi. (2011) Reframing Information Literacy as a Metaliteracy. College & Research Libraries vol.72 no.1. p.62-78.We have discussed about information literacy a lot, but I am always wondering what is exactly “information literacy”. What is the definition of information literacy? Why do people talk almost always about technologies of learning when we decide to talk about “information literacy”? What is the difference between information literacy, media literacy, Digital literacy, Visual literacy, and Cyberliteracy? We can easily find some brief definition of those concepts in quick online resources (like Wikipedia), but if we want to understand when those words were invented under what contexts and when they started to use, we should read this article. In addition, Mackey and Jaconson suggest to develop an overarching and self-referential framework that integrates emerging techniques and unifies multiple literacy types.
3. Oakleaf, Megan, Millet, Michelle, and Kraus, Leah (2011). All Together Now: Getting Faculty, Administrators, and Staff Engaged in Information Literacy Assessment, portal: Libraries and the Academy, vol.11, no.3, pp.831-852.Many academics found out that even though many students believe themselves to be proficient in information retrieval and use, they tend to overestimate the level of their own information literacy. Furthermore, some faculties do not recognize the importance of teaching information literacy skills. Instead, they believe information literacy is something students already know, something they will “pick up,” or something that cannot be taught. Thus, although most librarians acknowledge the importance of collaborative information literacy instruction, many barriers impede effective faculty collaborations. In this paper, authors studies how Trinity University has established effective strategies for engaging faculty, administrators,and staff in information literacy instruction and assessment. This study offers a model for libraries seeking to actively engage their campuses through 1) establishing a common definition of information literacy; 2) developing workshops and grants; and 3) engaging in campus-wide information literacy assessment using rubrics.