In this chapter, we propose an educational framework to position Information Literacy (IL) and Higher Education (HE) in relation to Lifelong Learning (LLL): comprehensive enough to make sense of, and give educational direction to, future development of people in information literate populations. We identify crucial changes in the HE environment, particularly in the United Kingdom; analyse the concept of IL as a discipline, and situate the IL person in the changing information culture and society. In doing this we draw on our own work and that of Schuller and Watson (2009). We propose a curriculum for an information literate lifecourse, sensitive to the context of the individual within a changing information culture. The curriculum is framed, on the one hand, by the nature of the information economy, technology, organisational culture, local/national culture and society, and personal goals. It is also framed by the life stage of the individual, using the four key stages and transitional points proposed by Schuller and Watson (2009). Academics and librarians have a key role in designing and facilitating these IL capabilities for the 21st century citizen.
Webber, S. and Johnston, B. (2014), "Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach", Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts (Library and Information Science, Vol. 8), Emerald Group Publishing Limited, pp. 15-30. https://doi.org/10.1108/S1876-0562(2013)0000008006Download as .RIS
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