INFORMATION LITERACY : EDUCATION: STUDENTS: Understanding Information Literacy
David P. Dillard
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INFORMATION LITERACY :
EDUCATION: STUDENTS:
Understanding Information Literacy
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Understanding Information Literacy
by Barbara Humes
September 1999
Office of Educational Research
National Institute on Postsecondary Education, Libraries, and Lifelong
Learning
http://www2.ed.gov/pubs/UnderLit/index.html
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Table of Contents
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Understanding Information Literacy
What Is Information Literacy?
Why Should We Be Concerned About Information Literacy?
Implications for Teaching
Implications for Learning
Implications for Schools
Implications for Libraries and Librarians
Implications for the Workplace
Implications for Society and Culture
Endnotes
References
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We are outfitting our schools, libraries, and homes with electronic
technologies--but are we preparing our students and teachers for the
onslaught of information that is provided by these technologies? What
happens when the student can get more information from the Internet than
previously conveyed by a teacher or a textbook? What should a student do
when faced with so many informational possibilities? Which of the
information is credible and which is not?
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With the provision of so much more information, and therefore more
misinformation, everyone--whether they are in the education system or
not--must have not only reading skills and computer skills but information
skills, too.
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What is Information Literacy
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The term information literacy, sometimes referred to as information
competency, is generally defined as the ability to access, evaluate,
organize, and use information from a variety of sources. Being information
literate requires knowing how to clearly define a subject or area of
investigation; select the appropriate terminology that expresses the
concept or subject under investigation; formulate a search strategy that
takes into consideration different sources of information and the variable
ways that information is organized; analyze the data collected for value,
relevancy, quality, and suitability; and subsequently turn information
into knowledge (ALA 1989). This involves a deeper understanding of how and
where to find information, the ability to judge whether that information
is meaningful, and ultimately, how best that information can be
incorporated to address the problem or issue at hand.
Information literacy is not the same as computer literacy (which requires
a technological know-how to manipulate computer hardware and software) or
library literacy (which requires the ability to use a library's collection
and its services), although there is a strong relationship among all these
concepts. Each of these literacies requires some level of critical
thinking. But compared with computer literacy, information literacy goes
beyond merely having access to and knowledge of how to use the
technology--because technology alone does not guarantee quality learning
experiences. And compared with library literacy, information literacy is
more than searching through an online catalog or other reference materials
because information literacy is not a technique, but a goal for learners
(Gilton 1994).
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Information literacy requires an awareness of the way in which information
systems work, of the dynamic link between a particular information need
and the sources and channels required to satisfy that need (Darch et al.
1997).
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snip
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Implications for Schools
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In order to produce learners who are information literate, schools will
need to integrate information literacy skills across the curriculum in all
subject areas beginning in the earliest grades. Educational institutions
that wish to produce lifelong learners should be engaged in some fairly
basic rethinking of how teaching faculty and information specialists such
as librarians and media specialists can work together toward this end
(Brittingham 1994). For example, the principal, as instructional leader,
fosters resource-based learning by providing adequate planning time and
budget support. As instructional partners, the classroom teacher and
library media specialist are actively involved in identifying the learning
needs of the students, developing teaching units that facilitate
activities which offer meaningful practice in using a variety of
information resources, and guiding student progress. (Wisconsin
Educational Media Association 1993).
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Based on a recent study, the following factors seemed to result in
successful integration of information skills into the academic curriculum:
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the institution has a strong commitment to excellent educational outcomes
for the students in the areas of critical thinking, problem solving, and
information skills;
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library administrators have long-term commitments to integrate library
instruction into the curriculum; and
faculty and librarians work together in curriculum development (Rader
1995).
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Replacing discrete curricular areas with problem-based learning inevitably
involves reordering instructional roles and relationships as well as
restructuring assessment strategies (Bleakley and Carrigan 1994).
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The complete article may be read at the URL above.
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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jw...@temple.edu
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