Wednesday, October 05, 2016
CFP: Approaches to Teaching Digital Information Literacy
Call for Chapters
Working Title: Approaches to Teaching Digital Information Literacy
Since Paul Glister first defined digital literacy as “the basic thinking skills and core competencies [internet users] need to thrive in an interactive environment” (Glister, 1997), the continued expansion of digital information required a broader approach, especially in the classroom. In 2012, the ALA defined digital literacy as “the ability to use information and communication technologies to find, evaluate, create and communicate information, requiring both cognitive and technical skills” (ALA, 2012).
Unfortunately, digital technology has turned into digital babysitter, with no direction or purpose other than to occupy kids’ attention. Several recent studies have proven how detrimental such action can be later in an educational setting. Kids who have grown up in the blue glow of smart phones, tablets and computers may be able to find information using basic web searches, but they lack the ability to evaluate it effectively. It then becomes the educators’ responsibility to teach them to apply the same critical thinking, synthesis and evaluation skills that are used to assess traditional print sources to digital information.
We believe that the earlier children are exposed to digital technology, the more imperative it becomes to teach digital information literacy skills. We invite papers that focus on the challenges and approaches to designing, teaching and assessing digital information literacy at various age and grade levels, from Pre-K-12 through college. At the Academic level, we encourage essays that illustrate how the ACRL Framework can be used to develop digital information literacy courses and programs. We also welcome essays on traditional, hybrid and online courses as well as those that address the needs of non-traditional and international students.
Our goal is to provide librarians, library staff and faculty with a range of ideas and methods for incorporating digital information literacy into their courses and programs. Essays will address a grade level or segment of the student population and focus on elements of digital information literacy including instructional design, approaches to teaching, and strategies for assessment.
Part 1: Approaches to Designing and Teaching Digital Information Literacy
Teaching Middle through High School
Chapter 1. Elementary: Kindergarden-5th/6th Grade
Chapter 2. Middle School: 5th/6th through 9th Grade
Chapter 3: High School: 9th-12th Grade
Chapter 4. The Traditional Classroom
Chapter 5. The Hybrid IL Course
Chapter 6. The Online IL Course – Assigned
Chapter 7. IL for International Students
Chapter 8. IL for Non-Traditional Students
Part 2: Strategies for Assessing Digital Information Literacy
Chapter 9. Elementary-Middle School
Chapter 10. High School
Chapter 11. Undergraduate
Chapter 12. Online – Assigned
Authors interested in contributing to this work should review the suggested chapter titles above. Interested authors should send a chapter proposal to firstname.lastname@example.org on or before .
Your proposal should include:
· Proposed chapter title
· An abstract of 150-300 words, including your plan to approach the topic
· Your name, professional title, and contact information
· A brief (150 words) statement about your experience in the field.
Please send any questions or submissions to email@example.com.