Izgubljeni u novim obrazovnim okruženjima – pronađeni u informacijskom opismenjivanju

Abstract

Contemporary constructivist learning theories implicitly define the role of information literacy (IL) in educational systems since information literacy helps learners to understand, critically question and cope with highly complex information environments. The digital environment has additionally accentuated the interdependency between the ability to interact with information and learning and thus strengthened the role of information literacy in the educational context. The correlation between IL and new learning theories raises questions about the level of information literacy of new generations of learners – the Internet or Google generation – and about the patterns that they follow in finding and using information for educational purposes. A large body of literature discusses the transformation of information behaviour and media habits of this new generation of learners. This paper will clarify the concept of IL, its correlation with contemporary approaches to learning and place it within the framework of 21st century literacies. Special consideration will be given to the relation between information and media literacy whose intertwining is strongly advocated by relevant institutions such as UNESCO. The aim of the paper is to indicate the difficulties occurring in learning processes caused by transformations in interactions with information through the analysis of relevant primary research studies. Despite the widespread conviction that the young generation of learners generally possesses high ICT skills, the results of various research studies on information and media habits show horizontal information interactions oriented primarily towards the quantity of information and characterized by a disregard for a critical and meaningful interpretation of information. Perceived critical aspects of such information behaviour will be compared and correlated to competencies developed through the acquisition of IL. This correlative matrix should provide valid reasons for the systematic integration of IL in educational processes.

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