Blog Task # 3 Information Literacy is more than a set of skills

‘Information Literacy is more than a set of skills’

 There is an abundance of growing literature on Information Literacy (IL) (Abilock, 2004, Herring, 2006, Langford, 1998). The increasing interest in IL has broadened from the school context to higher education and the workplace (Herring & Bush, 2011). Education is constantly changing and the role of IL embedded across the curriculum is to encourage students to be lifelong learners. (Bundy, 2004, p. 6). IL is more than a set of skills and the concept of IL being seen as a set of skills is now being questioned (Lloyd & Williamson 2008, p: 12).

The term Information Literacy (IL) does not have one distinct or acceptable definition however, there seems to be a general agreement that it is a complex issue. Langford (1998) argues that the notion of literacy is fluid as it is defined by the information needs of society at that point in time. Herring and Tarter (2006) suggest the term is used as an extension of information skills. Eisenberg defines  Information Literacy as “the basic skills set of the 21st century” (Eisenberg, 2008, p.39) and yet goes on to emphasise that such skills form a process of connected activities that in turn form a view of thinking about and using information. Abilock’s (2004) definition of Information Literacy emphasises the transformational nature of the process by which the learner uses information to “create for personal, social or global purposes” (Abilock, 2004, p.10).

As presented in the definitions above there is a recognition that IL goes beyond a set of skills and is transferable to other tasks across subjects, personal and social situations, and even beyond the school setting to the workplace in recognition of lifelong learning, a so called “habit of mind” (Abilock, 2004, p.9). These definitions of IL highlight the notion of creating, sharing, self-reflection and awareness allowing students to be critical thinkers and efficient 21^st Century Learners.

The use of Information Process Models shows also that IL is more than a set of skills as some models such as the Big 6 examine thoughts, feelings and actions associated with various activities (Wolf, Brush, & Saye, 2003). Kuhlthua (2004) also describes these thoughts, feelings and actions in her ‘Information Search Process’ model.

Information Literacy means more than to know how and where to find information, just as literacy requires a student to do more than simply read a text. The ‘Information skills in the school: engaging learners in constructing knowledge’ (NSW Department of Education and Training, 2007, p.7) policy refers to Information Literacy as “not just skills” but knowledge of how and when to use strategies.

It is therefore the role of the TL to provide effective frameworks to help students work through the abundance of information accessible to them through various forms, transfer this knowledge across subject areas, tertiary education or work and develop the IL needs of their students to prepare them to be lifelong learners.

References:

Abilock, D. (2004). Information literacy: an overview of design, process and outcomes. Retrieved from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bundy, A. (ed.) (2004). Australian and New Zealand Information Literacy Framework: principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL).

Eisenberg, M. B. (2008). Information literacy: Essential skills for the Information Age. Journal of Library & Information Technology, 28(2), 39-47.

Herring, J. (2006). A critical investigation of students' and teachers' views of the use of information literacy skills in school assignments. School Library Media Research, 9.

Herring. J. E. and Bush. S. J (2011). Information Literacy and transfer in schools: implications for teacher librarians. The Australian Library Journal; 60, 123-132.

Herring. J. E. and Tarter A. (2006). Progress in developing information literacy in a secondary school using the PLUS model. Charles Sturt University.

Kuhlthau, C.C. (2004). Learning as a process, in Seeking meaning: A process approach to library and information services, Westport, Conn.: Libraries Unlimited, pp.13-27, available CSU Library Reserve.

Langford, L. (1998). Information literacy: a clarification. School Libraries Worldwide, 4(1), 59-72.

Lloyd. A. & Williamson. K. (2008) Towards an Understanding of Information Literacy in Context: Implications for Research. Journal of Librarianship and Information Science, v: 40, p.3 -12

NSW Department of Education and Training. (2007). Information skills in the school: engaging learners in constructing knowledge. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/docs/infoskills.pdf

Wolf, S., Brush, T., & Saye, J. (2003). The Big Six information skills as a metacognitive scaffold: A case study. School Library Media Research, 6.