Libraries at University of Nebraska-Lincoln
Document Type
Article
Citation
Uzuegbu, C. P. (2018). Teaching and Assessing Information Literacy in Orally-Communicating Rural Environments: A Model. Library Philosophy and Practice (e-journal). Available at: digitalcommons.unl.edu
Abstract
In reviewing the various contexts of published models and frameworks for information literacy, the consistent dominance on formal education and professional workplace practises were noted. The total absence of an information literacy model that addresses the information experience of rural dwellers became a clear gap. Consequently, an analytical research approach was adopted to introduce a new model of information literacy – a model that does not override other existing models but provides a new way of thinking about information literacy in orally-communicating rural environments. The proposed model comprised of three rungs – awareness, access and utilisation rungs – and offered a framework for teaching and learning about information literacy in communities where information and knowledge transfer is predominantly done through verbal communication. The paper defined the key terms in the model, hinted on how the model can be used, and recommended further research to contest or strengthen the model.