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Global Information Literacy Moves Toward Web 3.0
by Valerie Hill, PhD
TWU School of Library & Information Studies, LISD School Librarian
American Library Association Conference June 30, 2013 Chicago
How is Web 3.0 changing IIL?
When Web 2.0 allowed users to create and share content, global
collaboration revolutionized culture and as the web becomes more
customizable and interactive, Web 3.0 offers enhanced
personalization of information. Through innovative emerging
technology tools, colleagues are experimenting, researching and
assessing IIL (International Information Literacy). The
Association of College and Research Libraries Virtual Worlds
Interest Group is exploring global collaboration with colleagues in
many countries to share current research and practice on issues of
digital literacy, 3D models for ILI, professional development and
networking through online tools, evolving into the semantic web.
INTERNATIONAL INFORMATION LITERACY
The ALA Association of College and Research Libraries VWIG and the UK Centre for
Information Literacy Research sponsored a panel on information literacy around the globe
In October 2012. Panelists from the UK, Poland, Chile, Greece, and the US met in Second
Life to discuss digital information literacy needs, 21st century learning skills, such as digital
citizenship, and the changing information seeking behavior of users (Livestream video:
http://livestre.am/4bIEl). 3D virtual worlds also offer the ability to express IL needs and
standards using creative visual models on an international level across time and space
through immersive learning.
INFORMATION LITERACY MODELS IN 3D
Contact information
Valerie Hill, PhD
@valibrarian
[email protected]
EVOLVING LABELS
Kenton and Blummer explored definitions of digital literacy through
research on consumer health information provided virtually in Second Life
through collaboration with information professionals, physicians and a
pharmacist [Boulos et al, 2007]. Kenton and Blummer concurred with the
information literacy needs emphasized by Jones and Bronack (2008)
underscoring the need for individuals to acquire new skills and new
competencies in virtual environments. The study concluded that
"librarians could leverage their experience in creating information literacy
learning objects by developing similar tools for digital literacy
competencies to support learning in course management systems or for
class instruction in virtual worlds" (Kenton & Blummer 2010, p. 96).
.
Global Information Literacy Panel in Second Life, Nov. 2012
CONCLUSIONS
ACRL VWIG meeting in Feb. 2013
BACKGROUND
Big 6 Model for Research (Eisenberg), a 3D Model by Valerie Hill, PhD (USA)
Webber and Nahl, library science educators, reported benefits of
cost effectiveness, opportunities for global collaboration, and
numerous possibilities for sustainable learning through the use of
virtual worlds after teaching both undergraduate and graduate
students. Their study illustrates, "expanded connectivity facilitates
greater interaction at all levels of the profession, enabling faculty,
students and practitioners to collaborate virtually and learn from
each other in unprecedented ways" (Webber & Nahl 2011, p.9).
Future studies which include best practices for 3D virtual learning
environments are needed to address IL on a global scale. As learners
develop skills for global collaboration, ILI must evolve to include 21st
century learning skills that move toward Web 3.0
REFERENCES
Grassian, Esther. (2012). Teach Information Literacy & Critical Thinking.
https://sites.google.com/site/teachinfolit/ (accessed July 17, 2012).
Head, A. J. and Eisenberg, M.B. 2010. Truth be told: how college students evaluate and use
information in the digital age. Project information literacy progress report [Online]. Available at:
http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf (accessed July 24, 2012)
Hill, V. J. (2012). Factors contributing to the adoption of virtual worlds by librarians. Texas Woman's
University). ProQuest Dissertations and Theses,, 193.
Librarians understand that access to tools (computers and devices)
does not assure acquiring, evaluating and understanding
information and resources. Teaching information literacy is integral
to education on a global scale (Horton et al. 2008).
Hill, Valerie and Hyuk-Jin Lee. (2010). Libraries and museums in virtual worlds: Adoption of
immersive learning environments. Virtual Systems and Multimedia (VSMM) 16th International
Conference Publications: 386-389.
Horton Jr., F., Horton, F., & Keiser, B. E. (2008). Encouraging Global Information Literacy.
Computers In Libraries, 28(10), 6-32.
Kenton, J. and Blummer, B. (2010). Promoting Digital Literacy Skills: Examples from the Literature
and Implications for Academic Librarians. Community & Junior College Libraries, 16(2), 84-99.
Pillars of Information Literacy, a 3D Model by Sheila Webber (UK)
Webber, Sheila and Diane Nahl. (2011). Sustaining Learning for LIS through use of a Virtual World.
IFLA Journal (37)(1): 5-15.