Improving Students' Web Use and Information Literacy: A Guide for Teachers and Teacher Librarians

Citation

Ellis‐Barrett, L. (2011), "Improving Students' Web Use and Information Literacy: A Guide for Teachers and Teacher Librarians", Library Review, Vol. 60 No. 5, pp. 432-433. https://doi.org/10.1108/00242531111135326

Information literacy is a current buzz word among members of the library profession and it can have a variety of interpretations depending on its context. Information is now available in such a range of formats that its handling has become an integral part of the role of the librarian and, in particular, those whom Herring calls “teacher librarians”. Through their intervention, students should be beginning to recognise that it is a vital skill for them to learn as soon as possible.

Many secondary schools with libraries will find that their “teacher librarians” already offer opportunities to teach children information literacy skills. This will also be done in colleges, universities and any further or higher education institutions, since without an understanding of information it will become increasingly difficult for students of any level to study. This is not, however, the preserve of the teacher librarian; it is also becoming the role of the teacher and as a result Herring's concise, accessible book is likely to become an indispensable tool for anyone desiring to develop their own skills and improve their students' information literacy levels.

Herring approaches his intended audience assuming, they have some knowledge of web use and information literacy, believing it inevitable that everyone in schools use the internet and has some degree of skill therein. Whilst he recognises that they are users of this technology, however, he wants them to become “critical learners” (p. xi). His aim is to ensure that information literacy is recognised as a skill that can be taught and to encourage teachers and students to become more critical in their learning. To this end, the book is full of up‐to‐date and relevant case studies of good practice, as well as providing an update on learning and teaching in this context.

Each chapter sets out its aims, with clear learning objectives for the reader upon completion. Following reading Chapter 1 for example, which looks at current learning and teaching practice, it is Herring's intention that the reader will be able to link knowledge of teaching and learning to web use and information literacy. His gentle approach will not frighten off anyone who may be are wary of using technology more heavily and will in fact help everyone to understand how this inevitable shift in practice can be seamlessly integrated into children's teaching and learning. He provides practical suggestions for integrating ICT into current teaching practice and extols the benefits of collaborative working, while emphasising the need for appropriate support environments to be created within schools.

Moving on, Herring discusses how to find information, how to use what has been found and how to integrate web 2.0 into schools, before looking more closely at information literacy as a key skill. He makes an important distinction here and is right to highlight information literacy per se separately. With no single definition information literacy is a “critical and reflective ability” (p. 63) and students need to be taught not only the means of achieving such a skill, but also how to transfer such competence between learning environments. After explaining the various models that can be used to teach this aptitude, Herring then presents brief paragraphs on putting each into action. He then returns to provide further guidance on using the web, developing sites for students to use and looks forward to the next phase of future development of the semantic web (web 3.0).

Packed with brief but enlightening case studies, this book is extremely succinct and accessible, the perfect learning tool for any busy teacher or teacher librarian. It is visually attractive with plenty of screen shots enabling the reader to see at a glance the layout or appearance of a lesson plan, a web page and other useful instructional materials. Each chapter is referenced with further reading suggestions, comprising books and web pages. There is a full bibliography and index.

Herring teaches the teacher and the librarian about the continuing importance of strengthening the information literacy skills of all students whilst continuing to strengthen their own. He includes useful suggestions for in‐service training, does not expect teachers to implement changes all at once, but encourages and persuades, lending a helping hand with plenty of excellent references, resources and ideas. This book will soon become an indispensable tool for teachers, teacher librarians and librarians alike. Web proficiency and information literacy are skills that we cannot afford to ignore, both as a society and as those responsible for the teaching of young people. Herring provides a much needed guide to ensuring that we continue to do our very best to remain web and technology savvy amid the process of strengthening the education of young people.