Developing Information Literacy for Students in the Context of Higher Education in Vietnam
Main Article Content
Abstract
The context of 4th Industrial Revolution has not only made changes in education methods, but also challenged learners. In higher education, learners are increasingly expected to learn actively by effectively exploring and using different information resources. Therefore, it is universities’ mission to acquire students with abilities in identifying their information needs, retrieving needed information, evaluating information, and using information legally and ethically in accordance with adademic regulations. In other words, those abilities are core elements of information literacy, which has been considered as an essential tool for improving students’
self-learning and lifelong learning capability at universities in Western countries. This paper aims at analyzing and clarifying the concept of information literacy in the context of Vietnamese higher education, evaluating the role of information literacy in student’s learning, and proposing solutions for developing information literacy for student at higher education institutions in Vietnam.
Keywords:
Information literacy; higher education, learning ability, higher education student, education policies, learning outcomes.
References
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[2] ACRL Presidential Committee on Information Literacy, Final Report,
[3] ACRL Information Literacy Competency Standards for Higher Education, Chicago, Association of College and Research Libraries, 2000.
[4] ANZIIL (Ed.) Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice, Adelaide, Australian and New Zealand Institute for Information Literacy, < https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf >/, 2004 (accessed on: October 4th, 2020).
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[7] C. Bruce, P. Candy (Eds), Information Literacy Around the World: Advances in Programs and Research, Wagga Wagga, Centre for Information Studies, Charles Sturt University, 2000.
[8] C. Bruce, Seven Faces of Information Literacy, Adelaide, Auslib Press, 1997.
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< https://trove.nla.gov.au/version/217759024 >/, 2001 (accessed on: June 20th, 2020).
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[16] I. Doskatsch, Perceptions and Perplexities of the Faculty-librarian Partnership: An Australian Perspective, Reference Services Review, Vol. 31, No. 2, 2003, pp. 111-121.
[17] T. Duong, Vai trò của năng lực thông tin với sinh viên đại học, Kỷ yếu Hội thảo thư viện toàn quốc “Nền tảng CNTT – TT trong hoạt động thông tin Thư viện phục vụ đổi mới giáo dục ĐH-CĐ trong thời kỳ hội nhập”, 2016.
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[19] D. W. Farmer, T. F. Mech (Eds), Information Literacy: Developing Students as Independent Learners, San Francisco, Jossey-Bass, 1992.
[20] L. S. F. Farmer, Facilitating Faculty Incorporation of Information Literacy Skills Into Cirriculum Through the Use of Online Instruction, Reference Services Review, Vol. 31, No. 4, 2003, pp. 307-312.
[21] A. Firmanto, N. S. Degeng, Information Literacy in Class Culture-Based Learning, Advances in Social Science, Education and Humanities Research, Vol. 231, No…., 2018, pp. 220-224.
[22] A. Folk, Reframing Information Literacy as Academic Cultural Capital: A Critical and Equity-Based Foundation for Practice, Assessment, and Scholarship, College & Research Libraries, Vol. 80, No. 5, 2019, pp. Số trang đầu-cuối, https://doi.org/10.5860/crl.80.5.658 >.
[23] N. T. T. Giang, Giải pháp nâng cao năng lực thông tin cho sinh viên Trường đại học dệt may Hà Nội, Trường đại học dệt may Hà Nội, < http://hict.edu.vn/trung-tam-thu-vien/giai-phap-nang-cao-nang-luc-thong-tin-cho-sinh-vien-truong-dai-hoc-cong-nghiep-det-may-ha-noi.htm>/, 2020 (accessed on: February 25th, 2021).
[24] A. Hine, Embedding Information Literacy in A University Subject through Collaborative Partnerships, Psychology Learning and Teaching, Vol. 2, No. 2, 2002, pp. 102-107.
[25] F. W. Horton et al., Overview of Information Literacy Resources Worldwide, 2nd Edition, UNESCO, 2014.
[26] N. X. Huy, Delivering Information Literacy Programmes in the Context of Network Society and Cross-Cultural Perspectives, World Library and Information Congress: 76th Ifla General Conference and Assembly,
https://www.ifla.org/past-wlic/2010/74-nghiem-en.pdf/, 2010 (accessed on: February 15th, 2020).
[27] N. T. Huyen, Khái niệm kiến thức thông tin được hiểu như thế nào?, Tạp chí Thư viện, Vol…, No. 4, 2015, pp. 26-32.
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[29] I. F. Rockman, Integrating Information Literacy Into the Higher Education Curriculum: Practical Models for Transformation, San Francisco, Jossey-Bass, 2004.
[30] K. L. Spitzer, M. B. Eisenberg, C. A. Lowe (Eds), Information Literacy: Essential Skills for the Information Age, Syracuse, New York, ERIC Clearinghouse on Information & Technology, Syracuse University, 1998.
[31] G. Trentin, Networked Collaborative Learning: Social Interaction and Active Learning, Chandos, Oxford, 2010.
[32] T. K. Van, Đào tạo năng lực thông tin - Xu hướng thiết yếu cho các thư viện công cộng, Tạp chí Thư viện Việt Nam, Vol…, No. 3, 2017, pp. 3-7.
[33] M. M. Warmkessel, J. M. McCade, Integrating Information Literacy into the Curriculum, Research Strategies, Vol. 5, No. 2, 1997, pp. 82-88.
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