Essay About Scholastic Literacy And Information Literacy

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Situation Analysis
Issue and Opportunity Identification
In evaluating the education arena on scholastic literacy, four main topics created some enthusiastic thoughts. Among those topics are the desire of the teacher, and the literature thats not being utilized. The next three topics are Librarian perspective on literacy, Cultural influences in literacy, and an International perspective of literacy. In the field of scholarship, a form of educating is necessary when students, emphasis on undergraduate students, are missing the ability to find, evaluate, and effectively utilize information (A Reaction to Information Literacy and Higher Education, Journal of Academic Librarianship, 2004, p.1). As educators teachers where compelled to have a strong desire to help students strive to be knowledgeable in literacy. This pattern of thought among educators, have created a strong desire to place tools and make readily available data and literature to dissolve students lack of utilizing literary tools. Many students find using the Internet and technology a more expedient way of finding information. Researchers of undergraduate behavior noted, that 20% of collegiate seniors do not question the authenticity of information they grasp from the internet or other sources (A Reaction to Information Literacy and Higher Education, Journal of Academic Librarianship, 2004, p.1). According to the information written by Zabel, she noted critical information concerning the practitioner abilities of a scholar. In the article written by Zabel, she informed her readers of her thoughts concerning the comparison between a librarian and a teacher. Ms. Zabel stated in the article A Reaction to “Information Literacy and Higher Education”, that she agrees with Mr. Owusu-Ansahs opinion that the academic library should be the main source to develop more literary informed students. Ms. Zabel also expresses her belief that required instruction is not the answer (A Reaction to Information Literacy and Higher Education, Journal of Academic Librarianship, 2004, p.1).” Cultural influence in these documents played a major role. Many individuals created the conclusion that global knowledge of educational standards opens a new path to unlimited academic possibilities. To become a literary informed person, an individual must acknowledge when information is required. The individual must know how to locate, evaluate, and use effectively the needed information. Creating such commonality requires educational institutions be appreciative and associate the ideas of literary information in their curriculum. Among the leadership ideas expressed in the documents, the thoughts where stated that the institution must also display leadership roles in supplying individuals and other establishments to take advantage of the opportunities in informational society (Presidential Committee on Information Literacy,” American Library Association, 2006, p.1). The cultural and educational opportunities available in the community are often missed by individuals who mentally have an absence of the ability to keep informed of such possibilities. However, life is more interesting when a person knows what is going on, what opportunities exist, and where alternatives to current practices can be discovered (Presidential Committee on Information Literacy,” American Library Association, 2006, p.2). As an International perspective Sean R. Lauer, and Carrie L. Yodanis expresses their experience and reason for promoting International academic knowledge. As American-trained sociologists teaching Swiss students, Sean R. Lauer and Carrie L. Yodanis had to broaden their U.S.-centered sociological perspective in the classroom. In courses on statistics and research methods, social inequality, economic sociology, sociology of the family, and sociology of work, they needed to find international examples