Information and media literacy
[2] The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding.
[12] By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains.
[19][16] What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes".
Noteworthy definitions include: The IML learning capacities prepare students to be 21st century literate.
"[24] He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate.
They may use mobile technologies to graph mathematical problems, research a question for social studies, text message an expert for information, or send homework to a drop box.
[32] Students are accessing information by using MSN, personal Web pages, Weblogs and social networking sites.
Information Literacy is taught to college students in programs such as Chiropractic to shift such fields more towards Evidence Based Practice.
In acquiring a second language, Hyltenstam (1992) found that around the age of 6 and 7 seemed to be a cut-off point for bilinguals to achieve native-like proficiency.
It has been said that "Language-minority students who cannot read and write proficiently in English cannot participate fully in American schools, workplaces, or society.
The IML Performance standards allow data collection and analysis to evidence that student-learning needs are being met.
In addition, recent learning pedagogy recognizes the need for students to be creators of knowledge through technology.
[38] In the UK, IML has been promoted among educators through an information literacy website[39] developed by several organizations that have been involved in the field.
[40] Special mandates have been provided to Arizona, Iowa, Kansas, Maine, New Jersey, Massachusetts, North Carolina, South Dakota, West Virginia and Wisconsin.
In British Columbia, Canada, the Ministry of Education has de-listed the Information Technology K to 7 IRP[43] as a stand-alone course.
The BC Ministry of Education published the Information and Communications Technology Integration Performance Standards, Grades 5 to 10 ICTI in 2005.
The first Arab school to adopt media literacy as part of its strategic plan is the International College (IC) in Lebanon.
Efforts to introduce media literacy to the region's other universities and schools continues with the help of other international organizations, such as UNESCO, UNAOC, AREACORE, DAAD, and OSF.
Highlighting the value of IML helps to identify existing barriers within school infrastructure, staff development, and support systems.
While there is a continued need to work on the foundations to provide a sustainable and equitable access, the biggest obstacle is school climate.
Marc Prensky[47] identifies one barrier as teachers viewing digital devices as distractions: "Let's admit the real reason that we ban cell phones is that, given the opportunity to use them, students would vote with their attention, just as adults would 'vote with their feet' by leaving the room when a presentation is not compelling.
"[clarification needed] The mindset of banning new technology, and fearing the bad things that can happen, can affect educational decisions.
