از استانداردهای سواد اطلاعاتی تا چارچوب سواد اطلاعاتی برای آموزش عالی ۲۰۱۶

Abstract

Purpose: The similarities and the discrepancies of 2002 information literacy standards and the information literacy framework for the higher education published in 2016 were investigated in addition to introducing the new 2016 framework and its dominant basics such as sense-making theory and constructivism approach. Methodology: In this context, Information literacy documents including 2002 information literacy standards, 3 drafts and 2016 final framework of information literacy were reviewed. Findings: The information literacy framework for higher education published in 2016 superseded the 2002 version of information literacy standards to be appropriate for teaching at the universities and higher education institutes. The 2016 information literacy framework which had a different structure can be used in thelearning information literacy as a proper framework due to the changes in modern information environment and learning systems based on the modern information and communication era.