It empowers us as citizens to develop informed views and to engage fully with society.”[12] A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy.
Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of misinformation, fake news, and disinformation.
"[14] The concept of information literacy appeared again in a 1976 paper by Lee Burchina presented at the Texas A&M University library's symposium.
[26] In the updated report, the committee ended with an invitation, asking the National Forum and regular citizens to recognize that "the result of these combined efforts will be a citizenry which is made up of effective lifelong learners who can always find the information needed for the issue or decision at hand.
[citation needed] This report, in conjunction with the rapid emergence of the information society, led the American Library Association (ALA) to convene a panel of educators and librarians in 1987.
The Forum, UNESCO and International Federation of Library Associations and Institutions (IFLA) collaborated to organize several "experts meetings" that resulted in the Prague Declaration (2003) and the Alexandria Proclamation (2005).
Both statements underscore the importance of information literacy as a basic, fundamental human right, and consider IL as a lifelong learning skill.
[30] The following organizations are founding members of IAIL: According to the UNESCO website, their "action to provide people with the skills and abilities for critical reception, assessment and use of information and media in their professional and personal lives.
To this end, Shapiro and Hughes outlined a "prototype curriculum" that encompassed the concepts of computer literacy, library skills, and "a broader, critical conception of a more humanistic sort," suggesting seven important components of a holistic approach to information literacy: Ira Shor further defines critical literacy as "[habits] of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse.
According to Story-Huffman (2009), using Big6 at the college "has transcended cultural and physical boundaries to provide a knowledge base to help students become information literate" (para.
Chief among these are the fact that users often lack well-formed statements of information needs, as well as the model's reliance on problem-solving rhetoric.
[47]As the Presidential Committee report points out, members of these disadvantaged groups are often unaware that libraries can provide them with the access, training and information they need.
[48] Educational methods and practices, within our increasingly information-centric society, must facilitate and enhance a student's ability to harness the power of information.
[50] Evaluation consists of several component processes including metacognition, goals, personal disposition, cognitive development, deliberation, and decision-making.
The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences (Association of College, p. 5).
"[55] In 2000, the Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), released "Information Literacy Competency Standards for Higher Education," describing five standards and numerous performance indicators considered best practices for the implementation and assessment of postsecondary information literacy programs.
Lower order skills would involve for instance being able to use an online catalog to find a book relevant to an information need in an academic library.
Higher order skills would involve critically evaluating and synthesizing information from multiple sources into a coherent interpretation or argument.
[57] In 2016, the Association of College and Research Librarians (ACRL) rescinded the Standards and replaced them with the Framework for Information Literacy for Higher Education, which offers the following set of core ideas: The Framework is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills.
[59] Today instruction methods have changed drastically from the mostly one-directional teacher-student model, to a more collaborative approach where the students themselves feel empowered.
Within a school setting, it is very important that a students' specific needs as well as the situational context be kept in mind when selecting topics for integrated information literacy skills instruction.
Virginia,[62] on the other hand, chose to undertake a comprehensive review, involving all relevant stakeholders and formulate its own guidelines and standards for information literacy.
[67] It's termed a "framework" because it consists of interconnected core concepts designed to be interpreted and implemented locally depending on the context and needs of the audience.
The framework draws on recent research around threshold concepts, or the ideas that are gateways to broader understanding or skills in a given discipline.
[68] It also draws on newer research around metaliteracy, and assumes a more holistic view of information literacy that includes creation and collaboration in addition to consumption, so is appropriate for current practices around social media and Web 2.0.
[69] The six concepts, or frames, are: This draws from the concept of metaliteracy,[69] which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces (Association of College, p. 2) There is a growing body of scholarly research describing faculty-librarian collaboration to bring information literacy skills practice into higher education curriculum, moving beyond "one shot" lectures to an integrated model in which librarians help design assignments, create guides to useful course resources, and provide direct support to students throughout courses.
[70][71][72][73][74][75] A recent literature review indicates that there is still a lack of evidence concerning the unique information literacy practices of doctoral students, especially within disciplines such as the health sciences.
With the prevalence of course management systems such as WebCT and Blackboard, library staff are embedding information literacy training within academic programs and within individual classes themselves.
Show" involving speakers to engage the public with their anecdotes and other learning points, for example the ability to separate fact from opinion.
[84] Many academic libraries are participating in a culture of assessment, and attempt to show the value of their information literacy interventions to their students.