Teaching and Assessing Information Literacy in Orally-Communicating Rural Environments: A Model

By Uzuegbu, Chimezie Patrick | Library Philosophy and Practice, December 2018 | Go to article overview

Teaching and Assessing Information Literacy in Orally-Communicating Rural Environments: A Model


Uzuegbu, Chimezie Patrick, Library Philosophy and Practice


Introduction

Models serve as rule of thumbs in a practice. People who reside in rural areas or villages, especially in developing countries like India and Nigeria, and depend mainly on verbal communication to disperse information constitute the orally-communicating rural publics. Whereas information literacy models and frameworks are widely published, a model that encapsulates the landscapes of learning and practice of information literacy in orally-communicating rural environments is completely unavailable. Yet, information literacy has been declared a necessity for life-long learning (Garner, 2006). And naturally, learning can occur formally or informally and cannot be confined to textual and technological scenes. As such, thinking about information literacy and information literacy practice from its predominantly textual perspective is not inclusive and thus, decontextualizes the ontological characteristics of the practice. This is the gap that spurs the researcher into thinking on how information literacy might be occurring among rural dwellers that are largely illiterates, and depend not on textual and technological resources to access or disperse information. Consequently, this theoretical paper discourses the phenomenon by looking through the philosophical frame of constructivism, with particular inclination to the "personal relevance and social impact frames" that is proposed for information literacy education by Bruce, Edwards, and Lupton (2006).

Objective

The sole objective of this present paper is to introduce a new model of information literacy--a model that does not override other existing models but provides a new way of thinking about information literacy in orally-rural environments.

Method

To fulfil the objective of this paper, the analytical research design was adopted. The proposed model was developed and improved upon by the researcher in the course of doctoral (field experimental) research. The organisation of this paper is simple and successively presented under suitable sub-headings. The introduction section offered background information to the paper. The objective section pinpointed the aim of the paper, and is followed up by the method adopted to compose the paper. An overview of the varied concepts of information literacy ensued. A context-based discussion on the published models and frameworks for information literacy was done. Afterwards, the gap in the existing models and frameworks was highlighted. The proposed model was presented and described. And the conclusion part summarises the overall content of the paper, complemented with recommendations.

Information literacy: A conceptual variance

The definitions of information literacy after its foremost description by Paul Zurkowski in 1974 have varied across scholars, organisations and contexts (Owusu-Ansah, 2005). Foremost definitions described the term basically from the educational context and consider it as set of skills required to access and utilise information effectively. This is particular to textual and technological platforms of information. But, given to emerging concerns to justify that information literacy is an indispensable practice for life-long learning (Garner, 2006), and a prerequisite for personal and vocational empowerment (Bundy, 2004; Eisenberg, Lowe, & Spitzer, 2004), there has arisen conscious attempts to re-define information literacy. On this ground, new concepts have emerged. For instance, Bruce et al. (2013) have used the concept of informed learning to argue that information literacy is not only about skills but includes peoples' overall information experience and character of using information to learn. Hepworth and Walton (2013) have a similar view in stating that information behaviour explains information literacy. Kuhlthan (1993) sees information literacy as a learning process that could occur in any setting and, inferably, among any group of people. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Teaching and Assessing Information Literacy in Orally-Communicating Rural Environments: A Model
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.