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Information Literacy Assessment: Information Mgt & Vocational Ed


  • Bird, N. J., Crumpton, M., Ozan, M., & Williams, T. (2012). Workplace information literacy: A neglected priority for community college libraries. Journal of Business & Finance Librarianship17(1), 18-33. doi:10.1080/08963568.2012.630593
    Community and technical colleges have long been sites for educating two groups of students: those going on to baccalaureate education and those seeking degrees in vocational-technical fields. If there are specialized programs of information literacy instruction for these divergent groups, they have not been described in the literature. This article examines prior relevant literature and empirical evidence from focus groups and a survey to provide a brief outline of the vocational/technical information literacy programs in community college libraries and makes recommendations for reassessing the priority assigned to these activities.
  • Xing, Y., Li, H., & Huang, M. B. (2007). Information literacy in vocational education: A course model. Chinese Librarianship, (23), 8.

    Vocational education has undergone major changes in recent years. The need for incorporating information literacy into the vocational school curriculum exists, given the nature of the mission of this particular type of educational institutions. Over the past decade or so, vocational education has shifted its focus from preparing students for occupations that required less than a baccalaureate degree toward a broader preparation that develops the academic, vocational, and technical skills of students for more competitive careers or advanced degrees. This shift has broadened the purpose for vocational education, demanding more attention to issues and skills related to information literacy. This article introduces a course model of teaching information literacy skills at one vocational school, the Katharine Gibbs School in Melville, New York. It describes the guidelines in place for incorporating information literacy into the curriculum and its implementation, including the course design and the evaluation process.