Page 90 - DLIS102_LIBRARY_AND_ITS_USERS

Unit 13: Purpose and Programmes of Education

Barner’s (1996) study of the new workplace indicates significant changes will take place in the future: Notes
• The work force will become more decentralized
• The work force will become more diverse
• The economy will become more global
• The use of temporary workers will increase.
These changes will require that workers possess information literacy skills. The SCANS (1991) report
identifies the skills necessary for the workplace of the future. Rather than report to a hierarchical
management structure, workers of the future will be required to actively participate in the
management of the company and contribute to its success.

To survive in this information society, workers will need to possess skills beyond
those of reading, writing and arithmetic.

13.1 Effect on Education

The rapidly evolving information landscape means that education methods and practices must
evolve and adapt accordingly. Information literacy must become a key focus of educational
institutions at all levels. This requires a commitment to lifelong learning and an ability to seek out
and identify innovations that will be needed to keep pace with or outpace changes. Educational
methods and practices, within our increasingly information-centric society, must facilitate and
enhance a student’s ability to harness the power of information. Key to harnessing the power of
information is the ability to evaluate information, to ascertain among other things its relevance,
authenticity and modernity. The information evaluation process is crucial life skill and a basis for
lifelong learning. Evaluation consists of several component processes including metacognition, goals,
personal disposition, cognitive development, deliberation, and decision-making. This is both a
difficult and complex challenge and underscores the importance of being able to think critically.
Critical thinking is an important educational outcome for students. Education institutions have

experimented with several strategies to help foster critical thinking, as a means to enhance
information evaluation and information literacy among students. When evaluating evidence,
students should be encouraged to practice formal argumentation. Debates and formal presentations
must also be encouraged to analyze and critically evaluate information.
Education professionals must underscore the importance of high information quality. Students must
be trained to distinguish between fact and opinion. They must be encouraged to use cue words
such as “I think” and “I feel” to help distinguish between factual information and opinions.
Information related skills that are complex or difficult to comprehend must be broken down into
smaller parts. Another approach would be to train students in familiar contexts. Education
professionals should encourage students to examine “causes” of behaviors, actions and events.
Research shows that people evaluate more effectively if causes are revealed, where available. Such
initiatives would aid educators help people become more Information Literate. As a society, we
must critically evaluate information to establish a public demand for high information quality.
Because information literacy skills are vital to future success:
• Information literacy skills must be taught in the context of the overall process.
• Instruction in information literacy skills must be integrated into the curriculum and rein-
forced both within and outside of the educational setting.

LOVELY PROFESSIONAL UNIVERSITY 85