how to learn because they know how information is organized, how to find information, and how to use information in such a way that others can learn from them” (Loertscher, et al., 1997, 344-345). However, information literacy does not exist by itself as the only component of literacy. Literacy also incorporates critical thinking and the combination of information literacy and critical thinking have expanded and made more complex the role of the library media specialist in the education of learners, “Critical thinking is the intellectual disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication as a guide to belief and action” (Loertscher, et al., 1997, 345).
The Saskatchewan school district has embraced the concept of literacy as defined by the elements of information literacy and critical thinking. Goals of Education was a series of statements regarding education that were adopted by Saskatchewan Education in 1984, along with a proposed core curriculum that was designed to ensure the successful skills and attitudes needed for literacy were secured by Saskatchewan students. The overall ideology encompassing these goals sees each learner as a valued and unique individual with diverse learning styles, levels of ability, cultures, languages and socio-economic backgrounds. Resource-based learning, a core concept of information literacy or inquiry-based learning, was chosen as one of the best methods for meeting the diverse needs of individual students. Resource-based learning is viewed as giving educators the required flexibility that is needed with individual learners to promote information literacy and critical thinking. It offers a host of options for both the student and teacher trying to achieve these educational goals:
Resource-based education make...