Guest editorial

Guest editorial GKMC 68,3 Information literacy on the global stage looks very different than it does in North America, and this issue of Global Knowledge, Memory and Communication invites those differences into the scholarship of information literacy. Information literacy exists beyond the ACRL Framework for Information Literacy for Higher Education, adopted by the ACRL Board in 2016, and a few of the articles offer helpful critiques of the framework as a universalizable tool for information literacy. Many of the articles call for greater awareness of cultural differences, even within the same nation, when teaching IL. “A contextual framework for primary education: fostering information literacy in Pakistan” by Syeda Hina Batool and Sheila Webber proposes an information literacy curriculum framework at the primary school level in Pakistan. Using multiple case studies, the authors explored six primary schools (public, private trust and unregistered private schools) and collected data from 12 focus groups of first and second graders through task-based activities. Findings varied, but in general the authors found that students from elite schools were more familiar with technology than their less elite peers. The framework the authors propose is specific to the educational context in Pakistan, and they invite further research. Reysa Alenzuela, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Global Knowledge, Memory and Communication Emerald Publishing

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2514-9342
D.O.I.
10.1108/GKMC-04-2019-112
Publisher site
See Article on Publisher Site

Abstract

GKMC 68,3 Information literacy on the global stage looks very different than it does in North America, and this issue of Global Knowledge, Memory and Communication invites those differences into the scholarship of information literacy. Information literacy exists beyond the ACRL Framework for Information Literacy for Higher Education, adopted by the ACRL Board in 2016, and a few of the articles offer helpful critiques of the framework as a universalizable tool for information literacy. Many of the articles call for greater awareness of cultural differences, even within the same nation, when teaching IL. “A contextual framework for primary education: fostering information literacy in Pakistan” by Syeda Hina Batool and Sheila Webber proposes an information literacy curriculum framework at the primary school level in Pakistan. Using multiple case studies, the authors explored six primary schools (public, private trust and unregistered private schools) and collected data from 12 focus groups of first and second graders through task-based activities. Findings varied, but in general the authors found that students from elite schools were more familiar with technology than their less elite peers. The framework the authors propose is specific to the educational context in Pakistan, and they invite further research. Reysa Alenzuela,

Journal

Global Knowledge, Memory and CommunicationEmerald Publishing

Published: Apr 1, 2019

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