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Need for Remodelling the Engineering Curriculum
Published in S. Mekala, R Geetha, Contemporary ELT Strategies in Engineering Pedagogy, 2022
Information, media, and technology skills are also called digital literacies. Information literacy is defined as the ability to “locate, evaluate and use effectively the needed information” (American Library Association, 1989). The P21 framework categorizes information literacy, media literacy, and ICT literacy (information, communications, and technology) under information, media, and technology skills. It is broadly known as literacy skills. In the modern world of digital technology, it becomes purposeful for the students of 21st Century to handle the technology efficiently and obtain the requisite information pertaining to their field of study. The rapid changes in the world have increased the necessity for employees to contribute to their organization with effective use of technology. Congruently, digital technologies have made fundamental changes in the interaction and working module of the 21st Century workplace. So, the students of engineering need to explore the copious content available in the digital platforms and have to identify the authentic and related information for the circumstance of their place of work. Eventually, this skills set will help the students of engineering to develop their future career prospects.
Recognise misinformation and verify before sharing: a reasoned action and information literacy perspective
Published in Behaviour & Information Technology, 2019
M. Laeeq Khan, Ika Karlina Idris
Various similar terms related to the digital, Internet, and information literacy have been plagued by definitional disparities and are often just a matter of semantics (Ward 2006). Information literacy may be described as the capability to search and assess information (ACRL 2013). It may also be defined as the ability to locate, distinguish, assess, and use the information to explain a problem or an issue (ALA 1989). Information-literate users evaluate available information critically and question its validity (Mardis 2002), in addition to the ability to evaluate the quality and credibility of the message (Hobbs, 2006).