Information Literacy in the Digital Age

An Evidence-Based Approach

Teresa Welsh, Melissa Wright

• Publisher: Chandos Publishing
• Year: 2010
• eBook ISBN: 9781780630359
• Topic: Languages & Linguistics
• Subtopic: Library & Information Science
• Index: Languages & Linguistics

This book examines the various types of literacy that are important in the Digital Age of rapid technological change and proliferating information resources in a variety of formats. According to the American Library Association (www.ala.org), "information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Information literacy forms the basis for lifelong learning and is common to all disciplines, to all learning environments, and to all levels of education. Information literacy is an umbrella term that includes a variety of specific competencies: cultural literacy, library literacy, computer literacy, network literacy, and media literacy. Each topic addressed in the book includes contextual background information, basic concepts, a resource list, exercises and activities to reinforce the important learning concepts addressed in each chapter.- Based on content, resources, assignments, and exercises developed for an academic information literacy course- In addition to scholarly content on particular topics, each chapter will include practical applications and activities related to information literacy concepts

1

What is information literacy?

The purpose of this opening chapter is to gain a better understanding of the term ‘information literacy’ by examining its origins, some definitions, and some models or standards of information literacy. This first chapter thus serves as a foundation for an evidence-based approach to teaching information literacy.

To understand the concept of information literacy, it is useful to begin by knowing the origin and literal meaning of the terms. The word information is from the Latin informatio, meaning concept or idea. The word literate is from the Latin literatus, meaning learned or lettered.

Over time, the definition of information literacy has changed. The traditional definition of literacy was the ability to read and write at a basic level and sign a document. More recently, the United States Workforce Investment Act of 1998¹ defined literacy as ‘an individual’s ability to read, write, speak in English, compute, and solve problems at levels of proficiency necessary to function on the job, in the family of the individual, and in society.’ As the world is moving from the information age to the digital age, new definitions of information literacy are evolving that include how to access information in digital formats and how to evaluate information and use it appropriately.

According to the American Library Association (ALA), information literacy is ‘increasingly important in the contemporary environment of rapid technological change and proliferating information resources’:

Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

Information literacy forms the basis for lifelong learning and is common to all disciplines, to all learning environments, and to all levels of education.²

Models of information literacy

To become information literate, one must understand the definition and context of information. One way to understand information and to put it in context is to visualize it as part of the DIKW hierarchy or pyramid: Data, Information, Knowledge, Wisdom (see Figure 1.1³).

Figure 1.1 Conceptual model: DIKW hierarchy

According to the KIT Institute in the Netherlands:

Data are raw statistics and facts.

Information comprises the basic facts with context and perspective.

Knowledge is information which provides guidance for action.

Wisdom is understanding which knowledge to use for what purpose.⁴

The DIKW hierarchy puts the concept of information into context. That is, there must be an understanding of data or facts for those data to become information and some understanding of information patterns for information to become knowledge.

According to Cleveland,⁵ the origin of the DIKW hierarchy is a poem by T.S. Eliot in 1934 entitled ‘The Rock’:

Where is the Life we have lost in living?

Where is the wisdom we have lost in knowledge?

Where is the knowledge we have lost in information?⁶

Practical models

The Association of College and Research Libraries (ACRL) defines an information literate individual as one possessing particular skill sets and who is able to:

determine the extent of information needed;

access the needed information effectively and efficiently;

evaluate information and its sources critically;

incorporate selected information into one’s knowledge base;

use information effectively to accomplish a specific purpose;

understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.⁷

Information literacy may be considered a new liberal art

… that extends from knowing how to use computers and access information to critical r...

Table of contents

• Cover image
• Title page
• Table of Contents
• Copyright
• Dedication
• List of figures and tables
• List of abbreviations
• About the authors
• Chapter 1: What is information literacy?
• Chapter 2: Cultural literacy
• Chapter 3: Library literacy: history, types, and roles
• Chapter 4: Library literacy: information sources, classification systems
• Chapter 5: Ethical literacy: scholarly communication and the academic code of conduct
• Chapter 6: Network literacy: database searching
• Chapter 7: Computer literacy: computer hardware and software
• Chapter 8: Network literacy: the Internet and the World Wide Web
• Chapter 9: Media literacy and visual literacy
• Chapter 10: Government literacy
• Chapter 11: Financial literacy
• Chapter 12: Writing a research paper
• Chapter 13: Conclusion
• Appendices
• Index