'Scholarship, Practice and Leadership in Higher Education\r'

'From a pragmatic point of view, what higher reproduction demands in the current context of the Information Age and the worldwideized, digital miserliness is a pot of improvement and swap; that is, a vision for moving forward, a vision which discerns mistakes and more importantly, addresses them. It is important to note that disciplineing and skill atomic number 18 processes; fundamental modes of human behavior and endeavor.\r\nWith the change magnitude demand for higher education across countries, and as new engineering applications emerge, most of administrators, faculty, and students embrace a new educational infrastructure; one which is intensityened upon development technology. While this is true, it is also true that the digital divide is widening. This is to say that children from the lowest strata of society control less access to computers, the Worldwide Web, and new tuition resources in their schools than the wealthy. Such realities create future problems for these children because of the detail that most cargoners nowadays require information technology skills.\r\nWithin this context, this paper seeks to explicate how information literacy influences, shapes and moulds scholarship, practice, and lead in higher education. It is important to note that there are a number of definitions of information literacy that most of these definitions are derived from the definition provided by the American Library Association (ALA) Presidential Committee on Information Literacy (1989): To be information literate, a soul must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (p. ) As far as higher education is concerned, information literacy then should not be viewed as discipline specific, still the separate way around; a position argued by Diane Zabel in her article entitled â€Å"A reply to Information Literacy and Higher Education. ” â€Å"It is imp erative that information literacy not stand in isolation precisely be integrated across the curriculum” (Zabel, 2004). It can be observed that the demands of the current global and digital providence require more collaboration and concerted efforts.\r\nIf we are to comply with such demands, the direction that our institutions of higher education should take, in terms of their learning and research should be leaning towards multi-disciplinary, participatory and collaborative approaches. â€Å"For information literacy to succeed, it must be integrated, relevant, ongoing, collaborative, and applied” (Zabel, 2004). Such ideas resonate correct in Sean Lauer and Carrie Yodanis’ article entitled, â€Å"The planetary Social tidy sum Programme: A Tool for Teaching with an International Perspective. ” Lauer’s and Yodanis’ focus is, however, on the teaching of sociology in the undergraduate curriculum. Over the years that we have use ISSP in the c lassroom, we have found that it does contribute to a learning environment in which students’ sociological questions and answers are not limited to their own country but are cross-national” (Lauer et al, 2004). The current global and digital economy has implications not only in terms of instruction and research, but also on the concept of leadership. In as far as the current commercialise paradigm is concerned, corporate business activities also persist to put premium on teamwork, collaborations, and collective strength in terms of leadership.\r\nIn the current global and digital economy, the idea is for an singular to be overt of multi-tasking and networking; faculty members who do not only teach but also do research, practicing nurses who do not only do clinical duty but also do research, sociologists working side by side with medical practitioners, etc. In the closing analysis, information literacy is a very important life-skill that an individual should possess in order to cope up with the demands of the globalized and digital economy.\r\n'