Teaching Yourself to Learn: A Case for Incorporating Self-directed Learning Concepts into Information Literacy Education

Abstract

The ACRL’s Framework for Information Literacy for Higher Education is designed to help librarians teach students to learn more effectively within the structured environment of higher education, in which arguably most information needs have been determined by the curriculum. As students enter their chosen professions and live their lives after the period of their formal education, however, they will need to set their own learning priorities. Self-directed learning theory is offered as a complement to current information literacy education practice. Self-directed learners strive to identify the moment and circumstances of their information need, and to evaluate the efficacy of their efforts. With guidance from information literacy instructors, students can learn to become their own teachers. Using the ACRL’s Framework for Information Literacy as a proxy for current information literacy practice, this paper argues for the inclusion of self-directed learning concepts into information literacy education to support lifelong learning.