UNIVERSITY OF EDUCATION, WINNEBA

COLLEGE OF TECHNOLOGY, KUMASI

PROGRAM: BSC. INFORMATION TECHNOLOGY EDUCATION

COURSE: INFORMATION LITERACY
COURSE CODE: ITC 111
CLASS: I T ‘’E”
LECTURER: MR. SETH

GROUP TWO (2)

NAME INDEX NO. SIGN
AGYEMANG DANIEL 5181040391
ATTAMIAH PRINCE ATTAH 5181040392
BOATENG KWAKU KLINSMAN 5181040393
HAKEEM MUNKOH 5181040394
SULEMANA A. LUKMAN 5181040395
DWAMENA PRINCE 5181040396
SALIFU ABANGA GARIBA 5181040397
ASAMOAH TWENEBOAH EMMANUEL 5181040398
LANBON YENUMA 5181040399
SHARIF BRIAMAH SHAFIWU 5181040400
PRINCE YAW ASANTE ONUMAH 5181040474

1
1. Distinguish between Computer Literacy and Media Literacy?
Computer literacy is the Ability to use computers and related technology efficiently, with A
range of skills covering levels from elementary use to programming and Advanced problem
solving whiles media literacy encompasses the practices that allow people to access,
critically evaluate, and create media. Media literacy is defined by The US-based National
Association for Media Literacy Education as a series of communication competencies with
the Ability to Access, Analyze, evaluate, and communicate in a variety of forms which can be
print or non-print messages. Media literacy is not restricted to one medium and therefore
has had several different attempts to have a specific definition over the years. Media literacy
definitions have been defined based on general skills pertinent to all media or definitions
relating to specific mean forms of media. The US-based National Association for Media
Literacy Education defines it as a series of communication competencies with the ability to
access, analyze, evaluate, and communicate in a variety of forms which can be print or non-
print messages. They find that media literacy allows people to be critical thinkers and creative
in many messages like image, language, and sound.

References
http://www.asla.org.au/site/DefaultSite/filesystem/documents/research.pdf
http://dorrstreet.org/502-spring
2018/NCES%202005%20fifty%20years%20of%20supporting%20311.pdf
https://en.wikipedia.org/wiki/School_library

Bibliography
Morris, B. (2013). Administering the school library media center. Westport, CT: Libraries
Unlimited. (p.32).
. Dewey, M. (1920). What a library should be and what it can do. In A. E. Bostwick (Ed.).
The library and society: Classics of American librarianship (pp. 75-78). New York: H.W.
Wilson.
Todd, R., Kuhlthau, C., & OELMA. (2014). Student Learning through Ohio School Libraries:
The Ohio Research Study. Available online at: "Archived copy". Archived from the original
on 2004-08-29. Retrieved 2008-12-06.

2
2. What is the difference between Information Literacy and Long-life
Learning?
Information literacy refers to the ability to navigate the rapidly growing information
environment, which encompasses an increasing number of information suppliers as well as
the Amount supplied, and includes bodies of professional literature, popular media,
libraries, the Internet, and much more whiles Lifelong learning is the self-directed,
continuous quest to seek formal or informal education for personal enjoyment or to
develop career skills. The concept of lifelong learning has had international currency since
at least 1972, with the appearance of the Final Report of Unesco’s International
Commission on the Development of Education. The so-called Faure Report argued that
“every citizen should have the means of learning, training and cultivating himself [or
herself] freely available … under all circumstances, so that he [or she] will be in a
fundamentally different position in relation to his [or her] education” (Faure et. al., 1972, p.
163). Later in the same Report, the authors advocated lifelong education “as the master
concept for educational policies in the years to come for both developed and developing
countries” (p. 182).

References and Bibliography

http://www.wesleyan.edu.com
www.philau.edu/infolit/what_students.htm
American Library Association's Presidential Committee on Information Literacy.
1989. Final Report. Chicago, American Library Association.
Association of College Research Libraries. 2000. Information literacy competency
standards for higher education. Accessed: www.ala.org/acrl/ilcomstan.html, 9 July
2002.
Bundy, A. 2001. For a clever country: information literacy diffusion in the 21st
century. Background and issues paper for the first national roundtable on information
literacy conducted by the Australian Library and Information Association (ALIA) and
held at the State Library of Victoria 28 February 2001. Accessed:
www.library.unisa.edu.au/papers/clever.htm, 9 July 2002.

3
3. Why is it important for one to be an Information literate in this institution?
ABSTRACT
This section aims to find out why it is important for one to be an information literate in this
institution or tertiary education. It aspires to give insights of information about the
perspective of information literacy and media social for information literacy. It is crucial to
understand the importance of information literacy to empower tertiary school students
with the necessary skills and knowledge to engage in lifelong learning.
INTRODUCTION
The ability to use information technologies effectively to find and manage information, and
the ability to critically evaluate and ethically apply that information to solve a problem are
some of the hallmarks of an information literate individual. Other characteristics of an
information literate individual include the spirit of inquiry and perseverance to find out
what is necessary to get the job done It is imperative that schools adequately equipped all
school children with the necessary skills and competencies to prepare them for the future
workplace or advanced learning (Jackson, 2006, Smith et. al, 2013, Yu, Abrizah, Abdullah
Sani, 2016).
Information literacy is one of the most important learning skills in the 21st century. At its
simplest, information literacy can be defined as “the ability to find and use information”,
AASL (1998), (p.1). The concept of information literacy was first coined by Zurkowski in
1974. Back then, the skill was much straightforward and could be interpreted as simply
someone who is trained in the application of information resources in his/her work area. In
the present days, the concept and scope of information literacy continue to develop and
expand in line with today's growing complexity of technologically advanced society.
The need to become information literate has become even more pressing for school-going
children in the 21st century. At the most basic, to be information literate, school students
are expected be able to recognize when information is needed and have the ability to
locate, evaluate, and know how to use the needed information. All of this shows that
school education system today carries a heavy responsibility to educate students on
information literacy to prepare them for higher education requirement and future working
place (Saidatul, 2014).

4
 IMPORTANCE OF BEING INFORMATION LITERATE
1. It helps to Identify information needs and determine the extent of information needed.
Clearly and concisely define the question to be answered, and realize that the question
may evolve. Locate and retrieve appropriate sources of information.
2. It helps to Synthesize the information retrieved, integrate it into one's current
knowledge base, and successfully apply it to the original information need.
3. Academic Purposes: As students, there is a need for you to be information literate in
researching and group presentations.
4. Being information literate helps in participating fully in a democratic society through
voting (Kenney, 2007).
5. Being information literate helps in writing essays.
6. It also helps in writing literature reviews.
7. It helps to conduct research.
8. Students who are information literate are abreast with the skills of writing thesis
9. It helps in article writing.

References and Bibliographies

American Association of School Librarians (AASL) and Association for Educational
Communications and Technology (AECT). (1998). Information Power: Building Partnerships
for Learning. Chicago, American Library Association.
Jackson, C. M. (2006). The High School Library Web Site: Scaffolding Information Literacy
Skills. Ph.D. thesis, Illinois State University, Illinois
Kratochril, J., (2013). Evaluation of e-learning course, information literacy, for medical
students. The Electronic Library 31 (1), 55-69.
Montgomery, P. (1997). Use of information: The information Literacy Phenomenon. In A.E.
Tepe & J. Calarco (Eds.). A Handbook for Pathways to Knowledge. I. F. S. Follett’s
Information Skills Model. McHenry: 8-10.
Ross, C., Perkins, H., & Bodey, K., (2016). Academic motivation and information literacy self-
efficacy: the importance of a simple desire to know. Library & Information Science Research
38, 2-9.
Saidatul A. Ismail (2014). Factors affecting the implementation of information literacy
education in Malaysian primary schools (Doctoral Dissertation, Victoria University of
Wellington, New Zealand).
Saunders, L., (2012). Faculty perspectives on information literacy as a student learning
outcomes. The Journal of Academic Librarianship 38 (4), 226-236.
5
4. Is there a difference between references and bibliography?
Bibliography is listing all the materials that have been consulted while writing an essay or a
book. References, on the other hand, are those that have been referenced in your article or
book. While references are cited directly in the text, bibliography is not cited directly in the
text. While references can be used to support your statement or argument, a bibliography
does not have such roles. As such references are used for establishing something in a more
authoritative way. Readers could refer your references and evaluate the correctness of
your statement. Meanwhile, bibliography does not support your argument but you only
refer them in a personal way.

The difference between reference and bibliography can be drawn clearly on the following
grounds:
1. Reference implies referring to someone or something, that means it provides the list of
sources, whose text is used in the assignment or research work. Conversely,
bibliography represents the list of all the sources, from which the research has gained
some information about the topic, irrespective of the work cited or not.
2. References used in the assignment can be arranged alphabetically or numerically. On
the contrary, list of sources used in the bibliography is arranged numerically.
3. The bibliography is used to list out everything you go through to obtain the information
relating to the assignment, no matter if you specifically cite it in your assignment or not.
Now coming to references, it only takes into account those sources which have been
cited in the assignment.
4. The main objective of adding a reference at the end of the document is to improve
credence or support an idea or argument. As against, the bibliography is not used for
supporting an argument.

CONCLUSION
To sum up, references and bibliography are almost same, but there are only subtle
differences between the two, which lies in the items which are included in them. The
primary use of references is to get recognition and authentication of the research work,
whereas bibliography is appended with the aim of giving the reader the information on the
sources relating to the topic.

6
References and Bibliography
http://www.differencebetween.net/differencebetweenreferenceandbibliography.com
Treanor, Brian, Aspects of alterity: Levinas, Marcel, and the contemporary debate, Fordham
University Press, 2006, p.41
Klein, Ernest, A comprehensive etymological dictionary of the English language, Vol II,
Elsevier publishing company, Amsterdam, 1969, p.1317
Saeed, John, Semantics, Blackwell, p. 12, ISBN 0-631-22693-1
Engle, Eric, Lex Naturalis, Ius Naturalis: Law as Positive Reasoning & Natural Rationality,
The Rlias Clark Group, Melbourne, 2010, p.75
Powers, William, Behavior: The Control of Perception, 2nd ed., Benchmark Publications,
New Canaan, Connecticut, 2005, pp.47 & 299
Reimer, Marga (2009). "Reference". Stanford Encyclopedia of Philosophy
"bibliology". The Oxford English Dictionary (2nd ed.). 1989.
Blum, Rudolf. Bibliographia, an inquiry into its definition and designations. Translated by
Mathilde V. Rovelstad. Chicago, Ill.: American Library Association; Folkestone, Kent,
England: Dawson, 1980. p. 12. ISBN 0-8389-0146-8. Studies in Bibliography.
http://etext.lib.virginia.edu/bsuva/sb/