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Reconsidering information literacy.

Article Excerpt
Abstract

The delineated information explosion inevitably prompted moves---via the information literacy concept---to help survive the ensuing problematic information deluge through effective retrieval, evaluation, and efficient use. However, there are insistent calls for conceptual reconsideration because of the emerged negative connotation of "literacy" in this teaching-learning concept.

Introduction

The much-heralded information explosion provided the opportunity for society to consider ways of instituting beneficial survival techniques for effective access, evaluation, and use of the ensuing information deluge. One of the seminal occurrences in this control-for-access move was the astute observation by Paul Zurkowski whose call for the conscious grooming of "information literates" (Behrens 1994, 310) duly heralded the information literacy (IL) concept (see Lee n.d.). A most likely profession--library and information science--unsurprisingly adopted this concept. From this perspective numerous writers have covered both prevailing and emerging issues (e.g., Breivik 1998; Breivik & Gee 1989; Bruce & Lampson 2002). In sum, this concept is aptly encapsulated in Behren's (1994, 310) conceptual and historical overview in which she highlights the "efficient and effective information location and utilization" essence of IL. The functional literacy aspect of IL has also been discussed by many a writer (e.g., Kuhlthau 1987). Unsurprisingly, a logical extension of the lifelong learning attribute of IL is the movement for lifelong access. [1] However, the pertinent literature attests to the divided opinions on this concept.

Inevitably, an information society has been created in which ready access to information has become crucial (see entries in Harrod's Librarians' Glossary, 1995; Lievrouw's entry in Encyclopedia of Communication and Information, 2002). A helpfully pertinent entry in the Dictionary of Library and Information Science (2004) provides both an illuminating definition and a conceptual framework for another look at this dominant concept:

Skill in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide ... and knowledge of commonly used research techniques. The concept also includes the skills required to critically evaluate information content and employ it effectively, as well as an understanding of the technological infrastructure on which information transmission is based, including its social, political, and cultural context and impact. Synonymous with information skills. Compare with computer literacy (italics in the original).

This concept is now international (Ford 1994) thereby demonstrating the inexorable global march from traditional literacy---the 3Rs---to the burgeoning movement of change-reflective multiliteracies or multiple literacies. Although discussing the global learning concept, Ploman (1986, xxv) duly highlighted the changing realities and the current inadequacy of traditional literacy and observes how that "is now complemented by the expressed need for new, modern forms of literacy."

Delivery Approaches, Assessment and Standards

How do we fill the gap in the knowledge base of those identified as in need of information literacy? There...

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