Abstract
We live in an era described as ‘fast-paced, fragmented, and data-drenched’. This article will state the case that a superabundance of information, particularly through the internet, is influencing the manner in which individuals learn, and this is creating problems. In particular, there is evidence that many people are accepting information without critical examination, with Donald Leu's study into students’ willingness to accept the existence of the Pacific Northwest ‘tree octopus’ as a celebrated example. Original research at Cardiff University suggests that Politics students are not immune. The concept most associated with attempts to address these problems is information literacy, but this article raises, again, the question whether this concept has become too ‘stretched’ to fulfil the task.
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Notes
When checking on 1 February 2011, this was the first definition of information literacy to be found on Wikipedia's page about the concept: I am aware of the irony of using that particular source to gauge influence in the context of this particular article!
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Acknowledgements
This article is based on the paper ‘Information Literacy: Where Next?’, delivered at the Political Studies Association Annual Conference, Edinburgh University, 31 March 2010. Thanks to the audience there, to the anonymous referees, and the editors of EPS (not least for alerting me to the Northwest Pacific tree octopus).
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Thornton, S. Trying to Learn (Politics) in a Data-Drenched Society: Can Information Literacy Save Us?. Eur Polit Sci 11, 213–223 (2012). https://doi.org/10.1057/eps.2011.20
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DOI: https://doi.org/10.1057/eps.2011.20