Information literacy

Information (media) literacy wheel

To browse other articles on a range of HSL topics, see the wiki index.

Introduction

See also Research for librarians - portal and Transliteracy for librarians

Information literacy (IL) is defined as the ability to access, evaluate, organize and use information from a variety of sources. The American Library Association defines IL as "a set of abilities requiring individuals to recognize when information is needed and the ability to locate, evaluate, and use effectively the needed information". In its Presidential Committee on Information Literacy, ALA states that "information literacy is a survival skill in the Information Age". IL forms the basis of lifelong learning and is common to all disciplines, learning environments and levels of education. It enables learners to master content and to extend their ability to be self-directed in their own learning.

Being information fluent requires knowing how to define a research topic, to select words that express the topic and to ask questions that might be answered by locating relevant information. Framing search strategies that account for sources of information and multiple ways information is organized and assessed for its relevancy, quality and suitability is also important (ALA 1989). This involves some understanding of where to find information, how to search for it and skills to determine whether the information is meaningful and applicable.

Some librarians are beginning to criticize existing IL standards as they reflect a print era and not the vastly different digital era of social media and free open search tools. In fact, it should be said that IL is not equivalent to such concepts as computer literacy (which requires knowledge of hardware, software and networks including wireless) or even the limited "library literacy" (which requires knowledge of library catalogues, collections and services), although there is a strong relationship between these concepts. (See literacy wheel). In an era of web 2.0 information literacy requires some recontextualization and building new knowledge of social media not to mention new skills in collaboration and networking.

• Assessments of Information Literacy, North Central College portal

ACRL Standards for Information Literacy

The Association of College and Research Libraries (ACRL), a division of ALA, released the Information Literacy Competency Standards for Higher Education in 2000:

The five (5) standards that are linked to performance indicators are considered best practices for institutions of higher learning:

1. Standard I: The information literate student determines the nature and extent of the information needed.
2. Standard II: The information literate student accesses needed information effectively and efficiently.
3. Standard III: The information literate student evaluates information and its sources critically and incorporates information into his or her knowledge base and value system.
4. Standard IV: The information literate student, individually or as a member of a group, uses information to accomplish a specific purpose.
5. Standard V: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

The ACRL standards are meant to cover the simple to more complicated, or in Bloom's Taxonomy of Educational Objectives from "lower order" to "higher order" objectives. Lower order skills involve using online catalogues to find books in academic libraries. Higher order skills involve evaluating and synthesizing information from multiple sources into coherent interpretations and arguments.

Health disciplines & information literacy

The ACRL says that information literacy is the ability to locate, evaluate and use information effectively. Its principles are widely encouraged in academic libraries in North America so that librarians can design effective programs for users.

Many academic libraries make commitments to these principles through the design of their websites, programs and strategic planning processes. However, it must be said that many of the IL standards reflect the print era and do not account for specific skills needed for the digital age. In 2003, the MLA - Medical Library Association (U.S.) initiated its own information literacy taskforce but many of its findings need to be recontextualized for a markedly different information landscape of 2010.

Broadly speaking, health librarians strive to support clinical and research activities in health organizations and provide assistance to academic communities (ie. how to find books, connect to online resources); as needed, health libraries provide library support to programs and faculties (ie. how to find/use/evaluate information to support learning and research). Some health librarians are also involved in teaching medical informatics skills to medical students.

Students in health learn information skills from professional librarians at reference desks and via librarian-led workshops. Certain library skills are also self-taught through self-pacing web-based tutorials. Faculty partnering in the academic health environment is essential so that students can develop critical thinking and evidence-based skills. As needed, health librarians provide assistance to students in medical, nursing and pharmacy programs (as well as students in other health disciplines) during library workshops, at reference desks and by using web 2.0 technologies. In consultation with users and faculties, health librarians determine the type of library workshop needed to support programs using various quantitative and qualitative methods and curriculum analysis. (See curriculum mapping)