Literacy in the Information Age: Examining the Convergence of Information Literacy Instruction and Assessment with Theory and Policy

Abstract

Competencies associated with information literacy are becoming increasingly embedded in literacy policy and curriculum; however, little is known about the extent to which instruction and assessment are aligned with current directives. This paper presents two studies designed to examine the state of instruction and assessment of information literacy in Canadian public education. Findings from these studies showed that although instruction of basic levels of information processes is taking place, there is significantly less emphasis on higher-level aspects of information literacy. In regards to assessment, items related to information literacy are not included on large-scale literacy tests thus potentially affecting how teachers allot their instructional time.