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Importance of Information Literacy skills for an Information Literate
society
Prasanna Ranaweera*
Abstract
The purpose of this paper is to present a broader analytical insight to the information
literacy concept, in order to achieve an information literate society. The concept and
its practical approach towards achieving an information literate society will be
discussed in detail in this paper. Information literacy is a set of skills required by a
person to find, retrieve, analyze and use information. Information literacy is directly
linked with lifelong learning, critical thinking, and learning to learn concepts of
education. Many Sri Lankans are badly handicapped with a lack of need of the
essential skills to enter the information literate society. There are many reasons for
this inadequacy, and the lack of information literacy skills have been identified as
one of them. Information literacy skills are achieved by students, through student
centered, resource based teaching learning methods that direct them towards deep
learning, thus creating an information literate society. To achieve this goal all sectors
of library staff in Sri Lanka need to be educated to commence information literacy
projects. Basically information literacy programmes are action oriented, while
helping to solve the real life problems and making the correct decisions. In addition
this paper also proposes to discuss the available information literacy models and
their practical approach, information literacy standards, and available frame works. A
sample information literacy programme, curriculum, and assessment methods, are
also elaborated in this study; with their practical approach in relation to the Sri
Lankan context.
Keywords : Information literacy; Information retrieval; Information Skills;
_____________________
*Senior Lecturer, National Institute of Library & Information Sciences, University of Colombo.
prasanna@nilis.cmb.ac.lk
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What is information literacy?
Traditionally, Literacy means the ability to read and write. But there seems to be
various types of literacy. Such as audiovisual literacy, print literacy, computer
literacy, media literacy, web literacy, technical literacy, functional literacy, library
literacy and information literacy etc. Nominal and active literacy too focuses on
making people aware to read and write in their day to day activities. Information
literacy is quite different to the above. It is a combination of all these concepts but
goes beyond them.
According to the American Library Association, information literacy is the ability to
"recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information" (ACRL, 2000, p. 1).
Information Literacy is the set of skills needed to find, retrieve, analyze, and use
information. The twenty-first centaury has been named the information era, owing to
the explosion of information and the information sources. One cannot achieve the
study target without practicing special information literacy skills. In other words
information literacy skills empower the people with the critical skills which will help
them to become independent life long learners. These skills will enable people to
apply their knowledge from the familiar environment to the unfamiliar.
Due to information explosion it has become increasingly clear that students cannot
learn everything they need to know in their field of study, within a few years, at
school or the university. Information literacy equips them with the critical skills
necessary to become independent lifelong learners.
As the American Library Association Presidential Committee on Information Literacy
(1989) explains. "Ultimately, information literate people are those who have learned
how to learn. They know how to learn because they know how knowledge is
organized, how to find information, and how to use information in such a way that
others can learn from them. They are people prepared for lifelong learning, because
they can always find the information needed for any task or decision at hand."
Information literacy elements were defined by Bundy (2004) under three main
elements..
1. Generic skills
a. Problem solving b. Collaboration c. Team work d. Communication e.
Critical thinking
2. Information skills
a. Information seeking b. Information use c. Information technology
fluency
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3. Values and beliefs
a. Using information wisely and ethically
b. Social responsibility & community participation
Bruce (1997) has defined several concepts influencing and coexisting with
information literacy.
1. Computer literacy 2. IT literacy 3. Library skills
4. Information skills 5.Leaning to learn
According to Californian University Information literacy fact sheet, (2000); an
information literate individual is able to:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one's knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of
information, and access and use information ethically and legally
"Despite the information literacy's wider significance within the educational
environment, information literacy has evolved from library education practices, and
therefore the debate presented is based on the examination of the literature
generated by the library and information science (LIS) disciplines. As the literature
clearly illustrates, information literacy has developed to address the requirements
generated by the phenomena such as information over load caused by the rapid
developments in digital technologies, by the needs of the information society for
competent information consumers, and to meet the requirements of the knowledge
economy for a responsive and informed work force". (Andretta 2005, 5p)
Information literacy concept evolved from several basic library concepts such as
library instructions, bibliographic education, user education, and information literacy
programmes.
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Figure 1 – The Concept of Information Literacy. Lau, Jasus (2006)
Hepworth (2000) explains the key area of information literacy learning by the
following figure.
Figure 2 - Key areas of information literacy
Learning
information
literacy
Learning how to
communicate with
people to access and
exchange data
information and
knowledge
Learning the
intellectual norms
of the subject
domain associated
with the production
of knowledge
Learning thinking
process associated
with knowledge
creation and
information
management
Learning how to use
information tools to
access organized and
distributes data
information and
knowledge
Information
Literacy
Library
Orientation
Bibliographic
Instruction
User
Education
Information
fluency
Other
concepts
Information
Competencies
Development
of Information
Skills
User
Training
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Bundy, (2004) defines the relationship between information literacy and life long
learning as follows. "Hence information literacy is the foundation for the independent
learning and lifelong learning."
Figure 3. Relationship between Information Literacy and Lifelong Learning
Why is Information literacy so important?
Information literacy is important owing to the amount of information that is available
in contemporary society. Simply being exposed to a great deal of information will not
make people informed citizens; they need to learn how to use this information
effectively, ACRL (2000).
Data Smog refers to the idea that too much information can create a barrier in our
lives. Especially students and the society require a special skill to handle this fast
increasing information, in order to use their educational and economical purposes
more effectively. Information literacy is considered as the solution for the data smog.
ACRL (2006).
Information literacy allows us to cope with the data smog, by equipping us with the
necessary skills to recognize when we need information, where to locate it, and how
to use it effectively and efficiently. Consequently it will help decision making and
productivity which is beneficial to the society.
Due to the information explosion and data smog all students and the society face
many difficulties to locate, evaluate, use, and communicate information. Due to the
expansion of internet services we receive a lot of information that is not evaluated,
unlike the printed sources. Hence the authenticity, validity, and reliability of this
information is in doubt.
Lifelong
0 learning
Independent
0 learning
Information
literacy
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Student centered, inquiry based, problem solving, and critical thinking proactive
learning environment with the help of information literacy skills, will develop deep
learners in the society. Furthermore, information skills are vital to the success in
education, occupation, and day to day communication of all citizens. In the twenty-
first century, life long learning has become one of the main themes in the higher
education sector. Therefore the students need to be educated with regard to the
abilities and skills of how to learn, or learning to learn, by developing the aspects of
reasoning and critical thinking . Information literacy skills will help students to achieve
this target in a broader sense, in student centered learning. Traditionally, we assume
that the students will gain information literacy skills automatically by themselves. But
it is not. In fact, information literacy skills need to be inculcated among the students,
by the teachers and librarians.
Learning mainly focuses on achieving knowledge, skills and attitudes, associated
with particular subject areas. Irrespective of the disciplinary stream, each and every
student should be able to access, use and communicate information in an innovative
manner. The Information literacy curriculum plays a major role in order to cultivate
these skills among the university and school students. The curriculum can be
implemented by the library professionals with the help of academic and
administrative staff.
Who needs Information Literacy?
Information literacy skills are helpful to every body, especially students, in order to
succeed academically and in their future job opportunities. Teachers and lecturers
are greatly in need of information literacy skills, in order to carry out their occupations
efficiently and successfully. Basically, everybody in the society is in need of
information literacy skills.
Information literate individuals improve the society's quality of life in general and
academically. Information literacy helps us in our day to day life such as buying a
house, choosing a school, making an investment, voting for the election, and many
more. Information literacy skills are of prime importance in order to achieve every
body's academic goals. Truly information literacy is the foundation of the democratic
society.
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A society that is capable to access, evaluate, use and communicate information in
an effective and efficient manner is called an information literate society. When we
educate our children with the necessary information literacy skills, consequently, the
society becomes information literate.
What is learning?
Information Literacy Skills are linked with learning and learning theories. Therefore,
to implement a successful information library programme basic learning concepts
need to be studied.
"The effect of the learning process that is defined as a durable change produced in
the behaviour or capabilities of an individual, thanks to practice or other forms of
experience" (Shuell, 1986).
"Learning is defined as a behavioral change and the construction of the knowledge.
An obtaining a behavioral change using knowledge to enhance the personal and
social development can be considered as learning which starts from the mother's
womb and ends in the tomb as life long concept". (Pemadasa 2006).
Kolb's Experiential Learning theory
The Information literacy process too is a cycle like Kolb' Learning Cycle. It starts with
planning stage and ends with applying stage to facilitate the abstract
conceptualization of the learning theory.
David Kolb's model of the Learning Cycle (LC) has also been explained by various
authors and researchers over the years. The cycle describes the system by which
individuals, teams, and organizations attend to and understand their experiences,
and as a result modify their behaviors. Planning, doing, reflecting and experiencing
or formulating the theory are four stages.
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Concrete
DOING experience REFLECTION
Active Reflective
experimentation
observation
PLANNING Abstract
EXPERIENCING conceptualism.
Figure 4 – Kolb's Learning Cycle
Learning is coined with teaching as well. Teaching can be performed by anybody,
but effective teaching is quite a different task. The effective lecturer takes the
students to the higher cognitive level, from surface learning to deep learning.
Information literacy models/programmes pave the way to achieve the higher
cognitive level in learning, similar to Bloom's taxonomy.
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Figure 5 –Levels of learning
(Haycok and Haycook 1981) Bloom, B. 1956
Solo taxonomy too is based from pre-structural knowledge to extended abstract
conceptualization, which students must achieve ultimately. The information literacy
models too direct the students to achieve the meta cognitive goals.
Figure 6 - SOLO taxonomy, Biggs (1999)
Know
Understand
Analyse
Synthesise
Evaluate
Steps three to six require active learning which occurs in
seminars, laboratory work etc.
Steps one and two can be
achieved through active or
passive learning
define
repeat
record
relate
underline
translate
describe
recognize
explain
express
identify
locate
interpret
apply
employ
dramatis
practice
illustrate
operate
schedule
sketch
distinguish
analyse
appraise
calculate
compare
contrast
inspect
debate
question
categorise
compose
plan
propose
design
formulate
arrange
assemble
collect
create
organize
manage
prepare
judge
appraise
evaluate
rate
compare
revise
assess
estimate
Apply
Identify
Do simple
procedure
Enumerate
Describe
List
Combine
Do algorithms
Compare/
contrast
Explain causes
Analyse
Relate
Apply
Theorize
Generalize
Hypothesize
Reflect
Prestructural
Unistructural
Multistructual
Relational
Extended abstract
Misses point
QUANTITATIVE
P
QUANTITATIVE PHASE
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A hierarchy of verbs that may be used to form curriculum objectives for teaching and
evaluating purposes too.
"Access to and critical use of information is absolutely vital to lifelong learning, and
accordingly no graduate-indeed no person can be judged educated unless he or she
is information literate"
(Candy, Crebert and O'Leary, 1994 p.xii)
Information literacy models
In order to achieve the information literacy goals the information scientists have
invented different models. These models help students and teachers to reach the
ultimate goal of the education, with a specific guided plan. Several such popular
models are given below.
5.1. Big 6 Eisenberg/Berkowitz (1987)
Task definition, Information seeking strategies, Location & access, Use of
information,
Synthesis, Evaluation
5.2. The PLUS model-Herring
Purpose, Location, Use, Self evaluation
5.3. Research Process-Pitts/Stripling (1988)
5.4. Information Seeking -Kuhlthau (1993)
Initiation, Selection, Formulation of focus, Exploration, Collection,
Presentation, Assessment
5.5. Australian School Library Association (I993)
Defining information need, Locating, Selecting, Organising, Creating &
Sharing, Evaluating
5.6. Empowering 8- NILIS (2004)
Identify, Explore, Select, Organize, Create, Present, Assess, Apply
Information literacy curriculum
Information literacy models are more successful with the well defined information
literacy curriculum The information literacy curriculum / programmes that are
implemented by libraries need to include the following aspects in their curriculum,
viz. outcomes, tasks, procedure and evaluation.
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American library association in it's position paper (2000) on Information literacy has
created a curriculum under the seven components for the academic institutions.
i. "Defining the need for information
ii. Initiating the search strategy
iii. Locating the resources
iv. Assessing and comprehending the information
v. Interpreting the information
vi. Communicating the information
vii. Evaluating the product and process"
Information Literacy educational programmes at NILIS
All students who enroll at NILIS undergo an 08 day orientation programme under the
“Empowering 08” information literacy model. At the end of the orientation program
their performances in product as well as process is assessed by means of a working
portfolio and a written assignment. The students of the Bachelor of Education course
who learn the Information Literacy model for over 45 hours too are assessed, by
means of a portfolio, pre and post test and a three hour written examination. In
addition to these information literacy programmes it is taught as a separate subject
for Masters and Post-graduate diploma courses in teacher librarianship.
It is important to note that most of the students had acquired the information literacy
skills on completion of the relevant programmes. For example, most students who
joined the programmes were not cognizant of the methods used to search for
information, to use the library catalogue, to evaluate the information and to present
the information. According to their pre-test results, it was established that they had
not received education on academic writing, reading, note taking, note making, direct
quoting, paraphrasing and reference in styles. Many of the students were surface
and teacher centred learners. After completing the information literacy programmes
conducted by NILIS the students were better equipped to be deep learners and life
long learners , while being critical thinkers.
The portfolios, pre/post test results and students' evaluation sheets, confirm the
success of the NILIS information literacy programmes.
Conclusion
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The development of Information Literacy competencies among the library users and
throughout the society, has become a vital requirement to face the challenges of the
21st century.
Information literacy programmes need to be implemented mainly by the library staff
in schools, universities, public and other libraries in order to achieve library goals
and to convert their users to lifelong learners and critical thinkers. However it is very
important to note here that these programmes would be more successful, if the
library staff is able to enlist the co-operation of the teaching and administrative staff
too. In addition to this, information literacy programmes will enable librarians to play
a more prominent and meaningful role among their clients.
References:
ACRL (Association of college and research libraries) (2000) Information Literacy,
Accessed [17 January 2008] <http://www.ala.org/ala/acrl/>
American Library Association. Presidential Committee (1989) on Information
Literacy. Final Report. Chicago: American Library Association,
American Library Association. (2000) Position paper on Information Literacy – AASL,
Accessed [10
January 2008] http://www.fiu.edu/~library/ili/ilicurr.html
Andretta, S. (2005) Information Literacy: A Practitioner's Guide. Oxford, Candos
Publishing.
Association of College & Research Libraries (2000). Information literacy competency
standards for higher education Accessed 05. Dec. 2007
<http://www.ala.org/acrl/ilintro.html>
Biggs, John (1999). Teaching for quality learning at university. Open University
Press. Buckingham. UK.
Bruce, Christine (1997). The seven faces of information literacy, Adelaide: Auslib
Press,
Bundy, A. (ed.) (2004) Australian and New Zealand Information Literacy Framework
principles, standards and practice, 2nd ed. Adelaid: Australian and New
Zealand Institute Information Literacy.
Candy, Philip C., Crebert, Gay and O'leary, Jane (1994). Developing Lifelong
Learners Through Undergraduate Education, National Board of Employment
Education and training,
AGPS, Canberra.
California State University, Commission on Learning Resources and Instructional
Technology, Work Group on Information Competence. Information
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Competence in the CSU: A Report. CSUN,I995 California State University
httn://librarv .csun.edu/susan. curzon/fact sheet.html
Hepworth, M. (2000) 'Approaches to providing information literacy training in higher
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Lau, Jasus(2006)Guidelines on Information literacy for lifelong learning, IFLA
Nicholls, Gill (2002). Developing teaching and learning in Higher Education London;
Routledge Falmer.
Pemadasa (2006) Information Literacy and knowledge society: Development,
changes and
challenges, proceedings of the international conference on information
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