INFORMATION LITERACY : LIBRARY SCIENCE : LIBRARIES: Reconnecting Information Literacy Policy with the Core Values of Librarianship
David P. Dillard
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INFORMATION LITERACY :
LIBRARY SCIENCE :
LIBRARIES:
Reconnecting Information Literacy Policy
with the Core Values of Librarianship
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Reconnecting Information Literacy Policy
with the Core Values of Librarianship
Heidi LM Jacobs and Selinda Berg
Project Muse
http://muse.jhu.edu/journals/library_trends/v060/60.2.jacobs.html
Library Trends > Volume 60, Number 2, Fall 2011
Institutional Subscription to Project Muse Required
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Abstract
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In 2009, President Barack Obama declared October of that year to be
National Information Literacy Awareness Month and issued a proclamation
stating that "an informed and educated citizenry is essential to the
functioning of our modern democratic society." The Obama proclamation's
emphasis on information literacy's role in education and democracy makes
it akin to the 2005 Alexandria Proclamation on Information Literacy and
Lifelong Learning. In both of these documents, information literacy is
located at the core of lifelong learning. It empowers people in all walks
of life to seek, evaluate, use, and create information effectively to
achieve their personal, social, occupational, and educational goals. These
two documents are powerful and inspiring to many academic librarians
because they are reminders of the broader social context and democratic
initiatives within their work. Inspiring as these documents are, they can
also be intimidating and overwhelming: how can we help create an informed
and educated citizenry or help our students meet technological, economic,
and social challenges, to redress disadvantage and to advance the
well-being of all? This article is not an attempt to provide answers to
these questions but a call to move these questions to the fore of our
policy and pedagogical discussions. By revisiting seminal documents like
the Alexandria Proclamation, the Association of College and Research
Libraries' Information Literacy Competency Standards for Higher Education,
and the American Library Association's (ALA) Core Values of Librarianship,
we argue that information literacy is full of possibilities to explore
rather than problems to be solved.
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The complete article may be read at the URL above for membership of
institutional subscribers.
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About Project Muse
Project MUSE
From
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http://en.wikipedia.org/wiki/Project_MUSE
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Project MUSE is an online database of current and back issues of
peer-reviewed humanities and social sciences journals. It was founded in
1993 by Todd Kelley and Susan Lewis and is a project of the Johns Hopkins
University Press and the Milton S. Eisenhower Library. It had support from
the Mellon Foundation and the National Endowment for the Humanities. In
2007 it provided 1200 subscribing libraries with access to 144,000
articles from 393 journals from 93 nonprofit publishers; the numbers rise
every month. As of November, 2009, there were 158,450 articles from 427
journals by 106 publishers.[1] Libraries pay on average $22 per year per
title, compared to the average $201 for a paper version.[2]
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Typically, students and faculty at the subscribing libraries can find
articles using search routines and can immediately access the articles.
Its main rival is JSTOR, which provides access to a different set of
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that online issues of more than 90% of its titles do not become available
until at least three years have passed since publication of the print
issue.[3]
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Project MUSE
Submitted by Katie Bane
Tue, 12/27/2011 - 13:26
American Libraries
http://americanlibrariesmagazine.org/solutions-and-services/project-muse
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Project MUSE's redesigned platform will launch on its new site January 1.
The new platform will provide digital access to more than 14,000 books
from 66 university presses and related scholarly publishers, alongside
more than 500 electronic journals.
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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jw...@temple.edu
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