Evaluating Information: An Information Literacy Challenge.

Abstract

The new Information Power contains information literacy standards that emphasize, among other skills, the ability to evaluate information. This skill is difficult and complex. Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research shows that specific problems may occur during several of these components. Contextual factors, including environment, problem structure, and processing depth, impact evaluative processing as well. In addition, research shows that a number of factors influence evaluation, including cognitive development, epistemological stance, affect, and level of prior knowledge. Considering all of these factors in relation to K–12 education, this article explores methods for overcoming challenges as school library media specialists strive to implement information literacy programs.

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