Information Literacy

H

^UMBOLDT

-U

NIVERSITÄT ZU

B

^ERLIN

INSTITUT FÜR BIBLIOTHEKS- UND INFORMATIONSWISSENSCHAFT

B^ERLINER HANDREICHUNGEN ZUR B^IBLIOTHEKS- ^UND INFORMATIONSWISSENSCHAFT

HEFT 115

INFORMATION L^ITERACY: S^EEKING M^EANING –

C^OMPETENCY,S^{KILLS AND} L^ITERACY

SIRJE VONVIRKUS

2

3

INFORMATION LITERACY: SEEKING MEANING –

C^OMPETENCY,S^{KILLS AND} L^ITERACY

S^IRJE VONV^IRKUS

Berliner Handreichungen zur Bibliothekswissenschaft Begründet von Peter Zahn Herausgegeben von Konrad Umlauf Humboldt-Universität zu Berlin Heft 115

4

Virkus, Sirje

Information literacy : seeking meaning – competency, skills and literarcy / von Sirje Virkus. - Berlin : Institut für Bibliothekswissenschaft der Humboldt- Universität zu Berlin, 2003. - [75] S. - (Berliner Handreichungen zur Bibliothekswissenschaft ; 115)

ISSN 14 38-76 62

Conclusion:

Information literacy is a complex phenomenon and may be approached from a variety of perspectives. I look IL in my study as a way of learning and consider the characteristics of constructive learners as an important elements (prior knowledge, metacongnition, motivation, and with respect to learning itself, the complex variable "learning style").

Lecture at Humboldt University: 28.01.2003

Online-Version: http://www.ib.hu-berlin.de/~kumlau/handreichungen/h115/

INFORMATION LITERACY INFORMATION LITERACY : :

SEEKING MEANING SEEKING MEANING – –

COMPETENCY, SKILLS AND COMPETENCY, SKILLS AND

LITERACY LITERACY

Sirje

Sirje VirkusVirkus

Department of Information and Communications

Department of Information and Communications//MMUMMU Department

Department of Informationof Information Studies/TPUStudies/TPU 28.01.2003

28.01.2003

Lecture at Humboldt University Lecture at Humboldt University

Agenda Agenda

• • Background Background and and Context Context

• • Concepts Concepts

• • Concerns Concerns

• • Information literacy developments Information literacy developments

• • The survey The survey

Background and Context Background and Context : :

B B eliefs eliefs or why I started to be interested in IL or why I started to be interested in IL

• • In In a a learning learning environment environment t t he focus is still he focus is still on on the the technology technology itself itself

• • many students lack many students lack ‘ ‘ information literacy information literacy ’ ’ to to transform information into knowledge and transform information into knowledge and

wisdom

wisdom

Background and Context

Background and Context : : B B eliefs eliefs

AAn integrated n integrated ‘‘information literacyinformation literacy’’ component in learning component in learning would have a positive impact on

would have a positive impact on

9 9

students' mastering of context, students' mastering of context,

9 9

fulfilling research tasks and problem solving,fulfilling research tasks and problem solving,

9 9

becoming more selfbecoming more self--directed, directed,

9 9

assuming greater control over their own learning, assuming greater control over their own learning,

9 9

enabling individuals to engage in a variety ofenabling individuals to engage in a variety of learning learning situations and opportunities in optimal ways

situations and opportunities in optimal ways

The The Aim Aim of of the the Study Study

• •

‘‘The Impact of The Impact of IInformationnformation LLiteracyiteracy on on SStudenttudent LLearningearning´´

• •

The The aimaim of the study is to develop a model for the of the study is to develop a model for the effective delivery of

effective delivery of ‘‘information literacyinformation literacy’’ (IL) in higher (IL) in higher open and distance learning (ODL).

open and distance learning (ODL).

Objectives:

Objectives:

• •

To map the extent of IL integration into the To map the extent of IL integration into the European ODL;

European ODL;

• •

To develop a model for the effective delivery of ILTo develop a model for the effective delivery of IL inin EuropeanEuropean ODLODL;;

• •

To develop procedures to measure how IL affect To develop procedures to measure how IL affect students’ learning outcomes in ODL;

students’ learning outcomes in ODL;

Methods Methods

The study subjects are The study subjects are::

• •

learnerslearners

• •

instructorsinstructors

• •

librarians in the ODL settings.librarians in the ODL settings.

Phases

Phases of of my my study study : : starting

starting point point

• • Information literacy Information literacy - - the ability to recognise the ability to recognise when information is needed and to locate, when information is needed and to locate,

evaluate, and use effectively the needed evaluate, and use effectively the needed

information (ALA, 1989; ALA, 1998).

information (ALA, 1989; ALA, 1998).

Competence Competence

•• The concept of The concept of competencecompetence has different meanings and it is not has different meanings and it is not always clear whether competence refers to identifiable skills, o always clear whether competence refers to identifiable skills, or is r is

it related to patterns of behaviour.

it related to patterns of behaviour.

•• MMany publications do not adequately define the exact nature of any publications do not adequately define the exact nature of the concept to which they are referring and different terms are the concept to which they are referring and different terms are

also being used interchangeably.

also being used interchangeably.

•• The terms The terms competencecompetence and and skillskill are often described as are often described as synonyms.

synonyms.

Research

Research approaches approaches

There are competing research approaches to the There are competing research approaches to the

phenomena of competence.

phenomena of competence.

• •

Rationalistic theoriesRationalistic theories approach competence as a set of approach competence as a set of relatively stable attributes possessed by actors or the set relatively stable attributes possessed by actors or the set

of requirements characteristic of specific work. In of requirements characteristic of specific work. In

contrast, contrast,

• •

IInterpretativenterpretative approachesapproaches emphasize the importance of emphasize the importance of the ways in which actors experience the settings of

the ways in which actors experience the settings of action and construct meanings concerning action action and construct meanings concerning action ((AnttiroikoAnttiroiko et al, 2001). et al, 2001).

Competencies

Competencies and and skills skills

• • Anttiroiko Anttiroiko et al (2001) conclude that an exact et al (2001) conclude that an exact definition and

definition and operalization operalization of the above of the above concepts is difficult because ultimately, concepts is difficult because ultimately,

competencies and skills are invisible.

competencies and skills are invisible.

Competencies

Competencies and and skills skills

• •

They point out that competenceThey point out that competence has two dimensions has two dimensions –– knowledgeknowledge and and skillsskills. .

• •

“Knowledge may be seen as our understanding how “Knowledge may be seen as our understanding how our everyday world in constituted and

our everyday world in constituted and how it workshow it works. . Skills involve the ability to pragmatically apply,

Skills involve the ability to pragmatically apply,

consciously or even unconsciously, our knowledge in consciously or even unconsciously, our knowledge in practical settings. In this setting,

practical settings. In this setting, ““skillsskills”” can be can be conceived as the technical aspects of competence, conceived as the technical aspects of competence, emphasizing the aspect of

emphasizing the aspect of ““how to dohow to do”” ((AnttiroikoAnttiroiko et al, 2001).

et al, 2001).

Competence Competence

• •

ComplexComplex cognitivecognitive skillsskills ((problemproblem solvingsolving, , qualitativequalitative reasoning

reasoning, , selfself--regulationregulation, , learninglearning toto learnlearn););

• •

HighlyHighly integratedintegrated knowledgeknowledge structuresstructures (e.g. (e.g. mentalmental models

models););

• •

Interpersonal Interpersonal skillsskills and and socialsocial abilitiesabilities;;

• •

AttitudesAttitudes and and valuesvalues ((KirchnerKirchner, 1997)., 1997).

Skill

Skill 1 1

• • In the UK context the report In the UK context the report Work Skills in Work Skills in Britain 1986

Britain 1986 - - 2001 2001 concludes: concludes: “ “ Despite the Despite the

enormous interest in how skills in Britain have enormous interest in how skills in Britain have

changed over time, how they are distributed, and changed over time, how they are distributed, and

how these trends and patterns compare with how these trends and patterns compare with competing nations, there is surprisingly little competing nations, there is surprisingly little

agreement on what

agreement on what ‘ ‘ skills skills ’ ’ actually refer to actually refer to ” ” . .

Competencies

Competencies and and skills skills

• • While there is growing agreement on the While there is growing agreement on the importance of skills as a key engine for importance of skills as a key engine for economic growth and the spread of the economic growth and the spread of the

knowledge economy, there is far less agreement knowledge economy, there is far less agreement on on which competencies and skills make the which competencies and skills make the

difference

difference . .

Key or transferable skills Key or transferable skills

• •

There has been much discussion about the There has been much discussion about the keykey or or transferable skills

transferable skills needed by students to prepare them needed by students to prepare them for life in the 21

for life in the 21^stst century. century.

• •

The term key skills and its synonyms The term key skills and its synonyms -- core skills, core skills,

transferable skills, transversal skills, generic skills, soft transferable skills, transversal skills, generic skills, soft

skills, personal skills, core competencies, key skills, personal skills, core competencies, key

competencies, general competencies, soft competencies, general competencies, soft

competencies

competencies, etc. are used to describe the transferable , etc. are used to describe the transferable skills which underpin competent performance in all

skills which underpin competent performance in all fields.

fields.

Categories of transferable skills Categories of transferable skills

There are also different approaches what kinds of There are also different approaches what kinds of

skills are transferable.

skills are transferable. Stasz Stasz and Brewer have and Brewer have identified generic skills falling into four broad identified generic skills falling into four broad

categories, each of which can be more fully defined:

categories, each of which can be more fully defined:

• • problem solving, problem solving,

• • teamwork, teamwork,

• • communications, and communications, and

• • dispositions and attitudes ( dispositions and attitudes ( Stasz Stasz and Brewer, 1999). and Brewer, 1999).

Question Question ? ?

• • IS INFORMATION LITERACY IS INFORMATION LITERACY

TRANSFERABLE COMPETENCY OR SKILL?

TRANSFERABLE COMPETENCY OR SKILL?

A A lternative lternative approaches to approaches to competence

competence

Cheetham

Cheetham and and ChiversChivers have reviewed a number of have reviewed a number of alternative approaches to competence which had alternative approaches to competence which had been applied to professional occupations

been applied to professional occupations::

•• The reflective practitioner approachThe reflective practitioner approach -- which focuses which focuses on tacit

on tacit--knowledge and its application and advocates knowledge and its application and advocates reflection as a key tool of both professional

reflection as a key tool of both professional development and practice.

development and practice.

•• The technicalThe technical--rational approachrational approach -- which focuses on which focuses on teaching underpinning professional knowledge and teaching underpinning professional knowledge and theory as a basis for application.

theory as a basis for application.

A A lternative lternative approaches to approaches to competence

competence

•• Functional competenceFunctional competence -- typically embedded within typically embedded within occupational standards

occupational standards -- which focuses on tasks to be which focuses on tasks to be performed and functional skills, rather than personal performed and functional skills, rather than personal

attributes or behaviours.

attributes or behaviours.

•• Personal competencePersonal competence -- which focuses on the personal which focuses on the personal attributes required for effective performance.

attributes required for effective performance.

•• Meta-Meta-competencecompetence -- which stresses the importance of which stresses the importance of competencies that enable individuals to monitor and competencies that enable individuals to monitor and

develop other competencies, or that span other develop other competencies, or that span other

competencies, enhancing or mediating them (

competencies, enhancing or mediating them (CheethamCheetham and and ChiversChivers, 1996; 2000)., 1996; 2000).

Metacompetencies Metacompetencies

• • These competencies (creativity, problem solving, These competencies (creativity, problem solving, self development and related learning skills,

self development and related learning skills, communication) may either enhance other communication) may either enhance other competencies or may be important to their competencies or may be important to their

acquisition.

acquisition. Linstead Linstead (1991), Hyland (1992) and (1991), Hyland (1992) and Nordhaug

Nordhaug (1993) use for them the term (1993) use for them the term meta meta - - competencies.

competencies.

Question Question

• • IS INFORMATION LITERACY IS INFORMATION LITERACY METACOMPETENCY OR SKILL?

METACOMPETENCY OR SKILL?

The The Concept Concept of of Information Information

•• InformationInformation seemsseems toto bebe everywhere.everywhere. WeWe talk of talk of itsits being

being encodedencoded inin thethe genesgenes… … disseminateddisseminated byby mediamedia of of communication

communication… … exchangedexchanged inin conversationconversation… … containedcontained inin all sorts of all sorts of thingsthings… … LibrariesLibraries are are overflowingoverflowing withwith itit, ,

institutions

institutions are are boggedbogged downdown byby itit, and , and peoplepeople are are overloaded

overloaded withwith itit … [… [yet] yet] no no oneone seemsseems toto knowknow exactlyexactly whatwhat informationinformation is.is.

Christopher

Christopher FoxFox (1983, p.3)(1983, p.3) Donald

DonaldDonald O. Case. Looking for Information: A Survey of Research on O Case.O Case. Looking forLooking for InformationInformation, 2002, 2002..

Information Seeking, Needs, and Behaviour. Academic Press, 2002

Literacy Literacy

• •

Literacy has been seen as a concept, a process, a Literacy has been seen as a concept, a process, a competency, a skill and a tool that has meaning in competency, a skill and a tool that has meaning in

relation to the demand of the economy and society or relation to the demand of the economy and society or

individuals and communities individuals and communities

• •

also a mode of behaviour, which enables individuals also a mode of behaviour, which enables individuals and groups to gather, analyse and apply written

and groups to gather, analyse and apply written information to function in society

information to function in society

• •

GilsterGilster sees it as a fundamental act of cognition sees it as a fundamental act of cognition ((Gilster, 1997). Gilster, 1997).

Literacy Literacy

• •

Some definitions imply that literacy is Some definitions imply that literacy is staticstatic or or absoluteabsolute, ,

• •

other definitions view literacy as other definitions view literacy as dynamicdynamic or or relativerelative. .

Literacy Literacy

• •

The International Adult Literacy Survey (IALS) defines The International Adult Literacy Survey (IALS) defines literacy in terms of

literacy in terms of proficiency levels of usage proficiency levels of usage information to function in society

information to function in society and economy. and economy.

• •

Literacy is defined as a particular Literacy is defined as a particular capacity and mode of capacity and mode of behaviour

behaviour, the ability to understand and employ printed , the ability to understand and employ printed information in daily activities, at home, at work and in information in daily activities, at home, at work and in

the community

the community -- to achieve oneto achieve one’’s goals, and to develop s goals, and to develop oneone’’s knowledge and potential (OECD/Statistics s knowledge and potential (OECD/Statistics

Canada, 2000, p. 12).

Canada, 2000, p. 12).

Literacy Literacy

In IALS literacy is measured operationally in terms of the In IALS literacy is measured operationally in terms of the

three domains:

three domains:

• •

Prose literacyProse literacy -- the knowledge and skills needed to the knowledge and skills needed to understand and use information from texts including understand and use information from texts including

editorials, news stories, brochures and instruction editorials, news stories, brochures and instruction

manuals.

manuals.

• •

Document literacyDocument literacy –– the knowledge and skills required to the knowledge and skills required to locate and use information contained in various formats, locate and use information contained in various formats,

including job applications, payroll forms, transportation including job applications, payroll forms, transportation

schedules, maps, tables and charts.

schedules, maps, tables and charts.

Literacy Literacy

• •

Quantitative literacy Quantitative literacy -- the knowledge and skills required the knowledge and skills required to apply arithmetic operations, either alone or

to apply arithmetic operations, either alone or

sequentially, to number embedded in printed materials, sequentially, to number embedded in printed materials,

such as balancing a chequebook, figuring out a tip, such as balancing a chequebook, figuring out a tip,

completing an order form or determining the amount of completing an order form or determining the amount of

interest on a loan from an advertisement interest on a loan from an advertisement

(OECD/Statistics Canada, 2000).

(OECD/Statistics Canada, 2000).

L L evels evels of literacy of literacy

•• Level 1Level 1 indicates persons with very poor skills, where the indicates persons with very poor skills, where the individual may, for example, be unable to determine the individual may, for example, be unable to determine the

correct amount of medicine to give a child from correct amount of medicine to give a child from

information printed on the package.

information printed on the package.

•• Level 2Level 2 respondents can deal only with material that is respondents can deal only with material that is simple, clearly laid out, and in which the task involved simple, clearly laid out, and in which the task involved are not too complex. It denotes a weak level of skills, are not too complex. It denotes a weak level of skills,

but more hidden than Level 1. It identifies people who but more hidden than Level 1. It identifies people who

can read, but test poorly. They may have developed can read, but test poorly. They may have developed

coping skills to manage everyday literacy demands, but coping skills to manage everyday literacy demands, but

their low level of proficiency makes it difficult for them to their low level of proficiency makes it difficult for them to

face novel demands, such as learning new job skills.

face novel demands, such as learning new job skills.

L L evels evels of literacy of literacy

•• Level 3Level 3 is considered a suitable minimum for coping with is considered a suitable minimum for coping with the demands of everyday life and work in a complex,

the demands of everyday life and work in a complex, advanced society. It denotes roughly the skill level advanced society. It denotes roughly the skill level

required for

required for successful secondary school completion and successful secondary school completion and college entry.

college entry. Like higher levels, it requires the ability to Like higher levels, it requires the ability to integrate several sources of information and solve more integrate several sources of information and solve more

complex problems.

complex problems.

•• Level 4 and 5 describe respondents who demonstrate Level 4 and 5 describe respondents who demonstrate command of higher

command of higher-order information processing skills-order information processing skills (OECD/Statistics Canada, 2000).

(OECD/Statistics Canada, 2000).

Question Question

• • IS INFORMATION LITERACY LITERACY AT IS INFORMATION LITERACY LITERACY AT LEVEL 4 AND 5?

LEVEL 4 AND 5?

Information

Information literacy literacy

• •

SkillSkill

• •

BehaviourBehaviour

• •

AttitudeAttitude

• •

ProcessProcess

• •

LibraryLibrary skillskill

• •

ResearchResearch skillskill

• •

StudyStudy skillskill

• •

FFactoractor

• •

GGoaloal

• •

PPhilosophyhilosophy

• •

PPhenomenonhenomenon

• •

LLearningearning outcomeoutcome

• •

SSurvivalurvival skillskill

• •

KKeyey competencycompetency

Information

Information literacy literacy

• •

A A newnew liberalliberal artart

• •

““anan educationaleducational, , societalsocietal, and , and democraticdemocratic issueissue thatthat shouldshould bebe of of fundamentalfundamental concernconcern toto all all

those

those whowho wouldwould callcall themselvesthemselves educatorseducators ((BundyBundy, 1998)., 1998).

Alternative terms Alternative terms

• • information empowerment information empowerment

• • information competence information competence

• • information competency information competency

• • i i nformation nformation mediacy mediacy

• • i i nformation nformation problem problem solving solving

• • information information problem problem - - solving solving skills skills

• • information fluency information fluency

Alternative terms Alternative terms

• • information information literacy literacy competence competence

• • information information literacy literacy competencies competencies

• • information literacy and skills information literacy and skills

• • information literacy skills information literacy skills

• • information information handling handling skills skills

• • skills skills of of information information literacy literacy

• • infoliteracy infoliteracy

Information

Information Literacy Literacy

• •

InterviewsInterviews withwith 12 12 leadingleading ODL ODL managersmanagers and and researchers

researchers inin Wales, 2002, EADTU Wales, 2002, EADTU conferenceconference

Importance

Importance of of Information Information

• • “ “ The ability to produce and use information The ability to produce and use information effectively is thus a vital source of skills for effectively is thus a vital source of skills for

many individuals. So, the knowledge economy is many individuals. So, the knowledge economy is based on the production and use of information based on the production and use of information

and knowledge

and knowledge … … “ “ (OECD, 2001). (OECD, 2001).

Importance

Importance of of Information Information

Having the competence to use information Having the competence to use information

effectively has been suggested also by effectively has been suggested also by

management gurus as essential to organizational management gurus as essential to organizational

success (

success ( Drucker Drucker , 1994; Grainger, 1994; , 1994; Grainger, 1994; Senge Senge , , 1994).

1994).

Importance

Importance of of Information Information

In 1992

In 1992 Drucker Drucker argued, argued, “ “ executives have become executives have become computer

computer - - literate literate … … but not many executives are but not many executives are information literate

information literate ” ” ( ( Drucker Drucker , 1992). , 1992).

Importance

Importance of of Information Information

In 1993 he stated that although knowledge is In 1993 he stated that although knowledge is

taking the place of capital, many people confuse taking the place of capital, many people confuse

data with knowledge and lack the skills to data with knowledge and lack the skills to

analyse and convert data into knowledge

analyse and convert data into knowledge

( ( Drucker Drucker , 1993). , 1993).

Importance

Importance of of Information Information

Alvin Toffler also claims that knowledge or Alvin Toffler also claims that knowledge or

information is nowadays the key to power not information is nowadays the key to power not

money or military force (Toffler, 1991).

money or military force (Toffler, 1991).

Development

Development of IL of IL

• • The concept of information literacy was first The concept of information literacy was first introduced in 1974 by Paul

introduced in 1974 by Paul Zurkowski Zurkowski , president , president of the

of the US Information Industry Association US Information Industry Association , in a , in a proposal submitted to

proposal submitted to the National Commission on the National Commission on Libraries and Information Science

Libraries and Information Science (NCLIS). (NCLIS).

Development

Development of IL of IL

• • USA (1970s) USA (1970s)

• • Australia Australia (1980) (1980)

• • Japan Japan

• • New New Zealand Zealand

• • Singapore Singapore

• • South South Africa Africa

IL IL in in UK UK

• •

TThe starting point for most information skills work in he starting point for most information skills work in the UK remains the nine step plan identified by

the UK remains the nine step plan identified by Marland

Marland’s’s group in 1981.group in 1981.

• •

A working group was set up jointly in 1980 by the A working group was set up jointly in 1980 by the British Library Research and Development Department

British Library Research and Development Department and the and the nownow--defunct defunct Schools CouncilSchools Council to produce practical to produce practical

guidance to teachers on developing information skills.

guidance to teachers on developing information skills.

The working party

The working party’’s reports s reports Information Skills in the Information Skills in the Secondary Curriculum

Secondary Curriculum, was sent to every secondary school , was sent to every secondary school in England and Wales

in England and Wales

IL IL in in UK UK

Marland

Marland provides a nineprovides a nine--point matrix: point matrix:

1. Formulate and analyse need 1. Formulate and analyse need

2. Identify and appraise likely sources 2. Identify and appraise likely sources 3. Locate individual resources

3. Locate individual resources

4. Examine, select and reject resources 4. Examine, select and reject resources 5. Interrogate resources

5. Interrogate resources

6. Record and store information 6. Record and store information 7. Interpret, analyse, synthesise 7. Interpret, analyse, synthesise 8. Present, communicate

8. Present, communicate 9. Evaluate.

9. Evaluate.

IL IL in in UK UK

• •

SCONULSCONUL

• •

BigBig BlueBlue

• •

The Chartered Institute of Library and Information The Chartered Institute of Library and Information Professionals

Professionals

• •

UK OUUK OU

• •

IndividualIndividual researchersresearchers ((Webber)Webber)

SCONUL SCONUL

• •

Their definition of Their definition of ISIS in in HEHE reflects the twin reflects the twin dimensions of the competent student and the dimensions of the competent student and the

information

information--literate person. literate person.

• •

The latter level of information skills, the adoption of The latter level of information skills, the adoption of the term information literacy is used.

the term information literacy is used.

• •

For the development of the information literate person For the development of the information literate person SCONUL proposes seven sets of skills.

SCONUL proposes seven sets of skills.

• •

The outline model of information skills generated in the The outline model of information skills generated in the briefing paper has now become known as the

briefing paper has now become known as the Seven Seven Pillars model

Pillars model . .

SCONUL SCONUL

Stephen Town :

Stephen Town : “ “ information literacy is information literacy is

• • knowledge not skill, knowledge not skill,

• • achieved by education not training, achieved by education not training,

• • created through partnership between created through partnership between professionals and

professionals and

• • is a lifelong endeavour that is contextual in field is a lifelong endeavour that is contextual in field and service access

and service access ” ” (Town, 2002). (Town, 2002).

The Big Blue The Big Blue

• •

The project titled The project titled the Big Bluethe Big Blue is funded by the is funded by the Joint Joint Information Systems Committee

Information Systems Committee and is managed jointly by and is managed jointly by Manchester Metropolitan University Library

Manchester Metropolitan University Library and Leeds and Leeds University Library

University Library. The Big Blue project is surveying . The Big Blue project is surveying present practice in

present practice in ISIS training for students in higher and training for students in higher and further education. The project aim is to establish a

further education. The project aim is to establish a

blueprint for the future, ensuring a coherent approach blueprint for the future, ensuring a coherent approach to the development of an information literate student to the development of an information literate student

population in the UK.

population in the UK.

The Chartered Institute

The Chartered Institute o o f Library f Library and Information

and Information P P rofessionals rofessionals

• • “ “ We have adopted the commonly accepted We have adopted the commonly accepted distinction between information literacy and distinction between information literacy and

skills.

skills. Information literacy Information literacy is about providing all is about providing all members of society with the information

members of society with the information competences

competences necessary to function effectively necessary to function effectively within society

within society – – it might be termed functional it might be termed functional information literacy.

information literacy.

The Chartered Institute

The Chartered Institute o o f Library f Library and Information

and Information P P rofessionals rofessionals

• • The debate over The debate over information skills information skills relates to the relates to the higher level competences of information

higher level competences of information specialists

specialists

• • They define They define “ “ information literacy information literacy “ “ as a set of as a set of basic competencies that should be used by basic competencies that should be used by

everyone

everyone (PAG, 2001; Muir et al, 2002). (PAG, 2001; Muir et al, 2002).

Integration

Integration or or stand stand alone alone ? ?

• • There is also a lack of agreement whether There is also a lack of agreement whether information skills should be integrated into information skills should be integrated into

subject areas or taught as a discrete discipline subject areas or taught as a discrete discipline . .

((WebberWebber, SCONUL, OU UK), SCONUL, OU UK)

David

David Bawden Bawden

• •

BawdenBawden argues that one prevailing problem appears to be argues that one prevailing problem appears to be the enthusiasm of many commentators to give

the enthusiasm of many commentators to give a single a single allall-encompassing definition-encompassing definition of information literacy. of information literacy.

• •

Some authors have drawn a very comprehensive list of Some authors have drawn a very comprehensive list of skills that very few information professionals would skills that very few information professionals would

possess in their entirety and refers to Maguire, possess in their entirety and refers to Maguire,

Kazlauskas

Kazlauskas and Weir (1994) who wrote that information and Weir (1994) who wrote that information literacy, as commonly propounded, may be a noble

literacy, as commonly propounded, may be a noble concept, but it may also be a

concept, but it may also be a utopian oneutopian one ((BawdenBawden, , 2001).

2001).

Critics Critics

CContinuousontinuous concern about the term since 1990s. concern about the term since 1990s.

In 1990

In 1990 ArpArp noted that the phrasenoted that the phrase’’s meaning was s meaning was unclearunclear, , especially to those outside the library community (

especially to those outside the library community (ArpArp, , 1990).

1990).

Critics Critics

• •

According to LangfordAccording to Langford’’s article, Henri (1992) s article, Henri (1992) considered information literacy as the

considered information literacy as the ““buzz concept in buzz concept in education

education”” throughout the 1980s, throughout the 1980s,

• •

BBreivikreivik (1993) characterizes the frustration with this (1993) characterizes the frustration with this term:

term: ““We are going to change the term, we hate this We are going to change the term, we hate this term, it is no good. There are all these other

term, it is no good. There are all these other literaciesliteracies”” and and WreschWresch (1997) simply states that the (1997) simply states that the ““concept of concept of

information literacy is relatively new

information literacy is relatively new”” (Langford, 1999). (Langford, 1999).

Critics Critics

• •

Several authors (Lincoln, 1987; Holloway, 1996; Henri, Several authors (Lincoln, 1987; Holloway, 1996; Henri, 1995) complain the labels

1995) complain the labels information literacy, information information literacy, information skills, study skills

skills, study skills are are fuzzy fuzzy and that the teachers are not and that the teachers are not clear about what is meant by this term or how it relates clear about what is meant by this term or how it relates

to classroom practice.

to classroom practice.

• •

Criticisms has also based on the difficulty of Criticisms has also based on the difficulty of assessing assessing and measuring

and measuring information literacy. information literacy.

Critics Critics

• • Foster (1993) suggests that its purpose is Foster (1993) suggests that its purpose is essentially to exaggerate the importance of essentially to exaggerate the importance of

librarians, by inventing a social malady which librarians, by inventing a social malady which

they alone can cure

they alone can cure

German libraries German libraries

• •

BennoBenno HomannHomann, , University Library of University Library of Heidelberg

Heidelberg

• •

Germany: Ministry for education & researchGermany: Ministry for education & research

• •

2002 position paper2002 position paper

Questionnaire Questionnaire

•• SECTION A SECTION A –– POLICYPOLICY

•• SECTION B SECTION B –– CURRICULUMCURRICULUM

•• SECTION C SECTION C –– RESEARCHRESEARCH

•• SECTION D SECTION D –– HIGHER DEGREE SUPERVISIONHIGHER DEGREE SUPERVISION

•• SECTION E SECTION E –– ACADEMIC DEVELOPMENT ACADEMIC DEVELOPMENT PARTNERSHIP

PARTNERSHIP

•• SECTION F SECTION F -- ABOUT YOUR INSTITUTIONABOUT YOUR INSTITUTION

Conclusion Conclusion

• • In In formation formation literacy literacy is is a a complex complex phenomenon phenomenon and and may may be be approached from a variety of approached from a variety of

perspectives

perspectives. I look IL . I look IL in in my my study study as as a way of a way of learning

learning and consider the characteristics of and consider the characteristics of constructive learners

constructive learners as as an an important important elements elements (prior knowledge,

(prior knowledge, metacognition metacognition , motivation, , motivation, and with respect to learning itself, the complex and with respect to learning itself, the complex

variable

variable “ “ learning style learning style ” ” ). ).

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