ETL401: Blog task 3

Information Literacy is more than a set of skills

Information literacy has a wide ranging definition. Research has shown that pinpointing a uniform definition across the education system has so far not been possible (Herring, 2006, Langford, 1998). It is a problem solving process and it is an intellectual framework for using information (Bundy, 2004). Information literacy is said to be a transformation process in which learners need to find, understand, evaluate and use information to form personal and social purposes (Abilock, 2004). Information literacy helps us to find the information we need and filter that which we do not (Eisenberg, 2008). A further definition is given by ALA which focuses on information literacy as a set of skills.

Information literacy helps us to encode and decode information whether it is textural, visual, gestural, social or digital (Langford, 1998, Bundy, 2004). Today’s literacy needs comprises information that is electronic, image driven, highly social, collaborative and interactive. Information literacy can also encompass digital literacy, which is the ability to use and understand information in multiple formats or sources when presented on computer, a skill that is necessary to function in the modern workplace. (Finn, 2004).

Information literacy is, however, more than a set of skills that can be taught. Sure there are basic skills that underlie literacy, however, there is a deeper personal and intellectual understanding which cannot be taught as a skill. Constructivist George Kelly saw the information process as an emotion filled experience; learning was through the interplay of thinking and feeling (Kuhlthau, 2004). Information literacy is made up of elements that include generic skills, information skills, and values and beliefs (Bundy, p. 7, 2004). It is those values and beliefs that the individual brings to the table that cannot be taught, they are internalised constructs. These values and beliefs can be shaped by the teacher but they are also shaped by society and individual experiences.

Although information literacy is more than just skills a set of skills still needs to be learned. This can be seen with the use of information literacy models such as the PLUS model (Herring, 1996), the Big 6 model (Eisenbery, 2008) the NSW model (NSW Department of Education and Training, 2007) and Kuhlthau’s Information Search Process (ISP) model (Thomas et al, 2011). However, models like by Kuhlthau’s look not only at the skills in the ISP stages but also the affective level (feelings) and moods involved in the information process (Thomas et al, 2011).

Practically, the teacher librarian can teach the generic skills and information skills needed for information literacy and implement one of the information literacy models into their school. The teacher librarian can help guide students through their feelings and scaffold their learning so they develop as information literate students.

Information literacy goes beyond a basic set of skills, it is knowledge of how and when to use the skills taught. Being information literate is much more than being able to read and write in multiple formats but includes being able to analyse, critically think, and understand issues in using information (Bundy, 2004). These are not basic skills that can be checked off; these require greater depth of understanding, thinking and feeling.

Adilock, D. (2004). Information literacy: An overview of design process and outcomes. Retrived from www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bundy, A. (2004). Australian and New Zealand information literacy framework: Principles, standards and practice. (2^nd ed.). Australian and New Zealand Institute for Information Literacy, Adelaide

Eisenberg, M. (2008). Information Literacy: Essential Skills for the Information Age. DESIDOC Journal of Library & Information Technology, 28(2) 39-47

Finn, C. (2004). The mandate of digital literacy. Tech & Learning, Retrieved from http://www.techlearning.com/article/the-mandate-of-digital-literacy/41960

Herring, J. (1996). Teaching information skills in schools. London, Library Association Publishing.

Herring, J. (2006). A Critical Investigation of Students' and Teachers' Views of the Use of Information Literacy Skills in School Assignments, American Library Association, 27^th September. Retrieved May 2, 2013 from

http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/informationliteracy

Langford, L. (1998). Information Literacy: A clarification. From Now On, The Educational Technology Journal, October. First Appeared Langford, L. (1998). School Libraries Worldwide, 4 (1) 59-72

State of New South Wales (NSW) Department of Education and Training (2007). Information skills in the school. Retrieved 3 May 2013 from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm

Thomas, N., Crow, S. & Franklin, L. (2011). Chapter 3: The Information search process: Kuhlthau’s legacy. In Information literacy and information skills instruction: Applying research to practice in the 21^st century school library. (3^rd ed.) pp. 33-58. Santa Barbara: Libraries Unlimited