INFORMATION LITERACY: SEEKING MEANING – COMPETENCY, …

INFORMATION LITERACYINFORMATION LITERACY: : SEEKING MEANING SEEKING MEANING ––

COMPETENCY, SKILLS AND COMPETENCY, SKILLS AND LITERACYLITERACY

SirjeSirje VirkusVirkusDepartment of Information and CommunicationsDepartment of Information and Communications//MMUMMU

DepartmentDepartment of of InformationInformation Studies/TPUStudies/TPU28.01.200328.01.2003

Lecture at Humboldt UniversityLecture at Humboldt University

AgendaAgenda

•• BackgroundBackground and and ContextContext•• ConceptsConcepts•• ConcernsConcerns•• Information literacy developmentsInformation literacy developments•• The surveyThe survey

Background and ContextBackground and Context: : BBeliefseliefs or why I started to be interested in ILor why I started to be interested in IL

•• InIn a a learninglearning environmentenvironment tthe focus is stillhe focus is still ononthe the technologytechnology itselfitself

•• many students lack many students lack ‘‘information literacyinformation literacy’’ to to transform information into knowledge and transform information into knowledge and wisdomwisdom

Background and ContextBackground and Context: : BBeliefseliefs

AAn integrated n integrated ‘‘information literacyinformation literacy’’ component in learning component in learning would have a positive impact on would have a positive impact on students' mastering of context, students' mastering of context, fulfilling research tasks and problem solving,fulfilling research tasks and problem solving,becoming more selfbecoming more self--directed, directed, assuming greater control over their own learning, assuming greater control over their own learning, enabling individuals to engage in a variety ofenabling individuals to engage in a variety of learning learning situations and opportunities in optimal wayssituations and opportunities in optimal ways

TheThe AimAim of of thethe StudyStudy

•• ‘‘The Impact of The Impact of IInformationnformation LLiteracyiteracy on on SStudenttudentLLearningearning´́

•• The The aimaim of the study is to develop a model for the of the study is to develop a model for the effective delivery of effective delivery of ‘‘information literacyinformation literacy’’ (IL) in higher (IL) in higher open and distance learning (ODL).open and distance learning (ODL).

Objectives:Objectives:

•• To map the extent of IL integration into the To map the extent of IL integration into the European ODL;European ODL;

•• To develop a model for the effective delivery of ILTo develop a model for the effective delivery of ILinin EuropeanEuropean ODLODL;;

•• To develop procedures to measure how IL affect To develop procedures to measure how IL affect students’ learning outcomes in ODL;students’ learning outcomes in ODL;

Methods Methods

The study subjects areThe study subjects are::•• learnerslearners•• instructorsinstructors

•• librarians in the ODL settings.librarians in the ODL settings.

PhasesPhases of of mymy studystudy: : startingstarting pointpoint

•• Information literacy Information literacy -- the ability to recognise the ability to recognise when information is needed and to locate, when information is needed and to locate, evaluate, and use effectively the needed evaluate, and use effectively the needed information (ALA, 1989; ALA, 1998).information (ALA, 1989; ALA, 1998).

CompetenceCompetence

•• The concept of The concept of competencecompetence has different meanings and it is not has different meanings and it is not always clear whether competence refers to identifiable skills, oalways clear whether competence refers to identifiable skills, or is r is it related to patterns of behaviour. it related to patterns of behaviour.

•• MMany publications do not adequately define the exact nature of any publications do not adequately define the exact nature of the concept to which they are referring and different terms are the concept to which they are referring and different terms are also being used interchangeably. also being used interchangeably.

•• The terms The terms competencecompetence and and skillskill are often described as are often described as synonyms.synonyms.

ResearchResearch approachesapproaches

There are competing research approaches to the There are competing research approaches to the phenomena of competence. phenomena of competence.

•• Rationalistic theoriesRationalistic theories approach competence as a set of approach competence as a set of relatively stable attributes possessed by actors or the set relatively stable attributes possessed by actors or the set of requirements characteristic of specific work. In of requirements characteristic of specific work. In contrast, contrast,

•• IInterpretativenterpretative approachesapproaches emphasize the importance of emphasize the importance of the ways in which actors experience the settings of the ways in which actors experience the settings of action and construct meanings concerning action action and construct meanings concerning action ((AnttiroikoAnttiroiko et al, 2001). et al, 2001).

CompetenciesCompetencies and and skillsskills

•• AnttiroikoAnttiroiko et al (2001) conclude that an exact et al (2001) conclude that an exact definition and definition and operalizationoperalization of the above of the above concepts is difficult because ultimately, concepts is difficult because ultimately, competencies and skills are invisible. competencies and skills are invisible.


•• They point out that They point out that competencecompetence has two dimensions has two dimensions –– knowledgeknowledge and and skillsskills. .

•• ““Knowledge may be seen as our understanding how Knowledge may be seen as our understanding how our everyday world in constituted and our everyday world in constituted and how it workshow it works. . Skills involve the ability to pragmatically apply, Skills involve the ability to pragmatically apply, consciously or even unconsciously, our knowledge in consciously or even unconsciously, our knowledge in practical settings. In this setting, practical settings. In this setting, ““skillsskills”” can be can be conceived as the technical aspects of competence, conceived as the technical aspects of competence, emphasizing the aspect of emphasizing the aspect of ““how to dohow to do”” ((AnttiroikoAnttiroikoet al, 2001). et al, 2001).

CompetenceCompetence

•• ComplexComplex cognitivecognitive skillsskills ((problemproblem solvingsolving, , qualitativequalitativereasoningreasoning, , selfself--regulationregulation, , learninglearning toto learnlearn););

•• HighlyHighly integratedintegrated knowledgeknowledge structuresstructures (e.g. (e.g. mentalmentalmodelsmodels););

•• Interpersonal Interpersonal skillsskills and and socialsocial abilitiesabilities;;•• AttitudesAttitudes and and valuesvalues ((KirchnerKirchner, 1997)., 1997).

SkillSkill 11

•• In the UK context the report In the UK context the report Work Skills in Work Skills in Britain 1986Britain 1986--20012001 concludes: concludes: ““Despite the Despite the enormous interest in how skills in Britain have enormous interest in how skills in Britain have changed over time, how they are distributed, and changed over time, how they are distributed, and how these trends and patterns compare with how these trends and patterns compare with competing nations, there is surprisingly little competing nations, there is surprisingly little agreement on what agreement on what ‘‘skillsskills’’ actually refer toactually refer to””. .


•• While there is growing agreement on the While there is growing agreement on the importance of skills as a key engine for importance of skills as a key engine for economic growth and the spread of the economic growth and the spread of the knowledge economy, there is far less agreement knowledge economy, there is far less agreement on on which competencies and skills make the which competencies and skills make the differencedifference. .

Key or transferable skillsKey or transferable skills

•• There has been much discussion about the There has been much discussion about the keykey or or transferable skillstransferable skills needed by students to prepare them needed by students to prepare them for life in the 21for life in the 21stst century. century.

•• The term key skills and its synonyms The term key skills and its synonyms -- core skills, core skills, transferable skills, transversal skills, generic skills, soft transferable skills, transversal skills, generic skills, soft skills, personal skills, core competencies, key skills, personal skills, core competencies, key competencies, general competencies, soft competencies, general competencies, soft competenciescompetencies, etc. are used to describe the transferable , etc. are used to describe the transferable skills which underpin competent performance in all skills which underpin competent performance in all fields. fields.

Categories of transferable skillsCategories of transferable skills

There are also different approaches what kinds of There are also different approaches what kinds of skills are transferable.skills are transferable. StaszStasz and Brewer have and Brewer have identified generic skills falling into four broad identified generic skills falling into four broad categories, each of which can be more fully defined: categories, each of which can be more fully defined:

•• problem solving, problem solving, •• teamwork, teamwork, •• communications, and communications, and •• dispositions and attitudes (dispositions and attitudes (StaszStasz and Brewer, 1999). and Brewer, 1999).

QuestionQuestion??

•• IS INFORMATION LITERACY IS INFORMATION LITERACY TRANSFERABLE COMPETENCY OR SKILL?TRANSFERABLE COMPETENCY OR SKILL?

AAlternativelternative approaches to approaches to competencecompetence

CheethamCheetham and and ChiversChivers have reviewed a number of have reviewed a number of alternative approaches to competence which had alternative approaches to competence which had been applied to professional occupationsbeen applied to professional occupations::

•• The reflective practitioner approachThe reflective practitioner approach -- which focuses which focuses on taciton tacit--knowledge and its application and advocates knowledge and its application and advocates reflection as a key tool of both professional reflection as a key tool of both professional development and practice. development and practice.

•• The technicalThe technical--rational approachrational approach -- which focuses on which focuses on teaching underpinning professional knowledge and teaching underpinning professional knowledge and theory as a basis for application. theory as a basis for application.

AAlternativelternative approaches to approaches to competencecompetence•• Functional competenceFunctional competence -- typically embedded within typically embedded within

occupational standards occupational standards -- which focuses on tasks to be which focuses on tasks to be performed and functional skills, rather than personal performed and functional skills, rather than personal attributes or behaviours. attributes or behaviours.

•• Personal competencePersonal competence -- which focuses on the personal which focuses on the personal attributes required for effective performance. attributes required for effective performance.

•• MetaMeta--competencecompetence -- which stresses the importance of which stresses the importance of competencies that enable individuals to monitor and competencies that enable individuals to monitor and develop other competencies, or that span other develop other competencies, or that span other competencies, enhancing or mediating them (competencies, enhancing or mediating them (CheethamCheethamand and ChiversChivers, 1996; 2000)., 1996; 2000).

MetacompetenciesMetacompetencies

•• These competencies (creativity, problem solving, These competencies (creativity, problem solving, self development and related learning skills, self development and related learning skills, communication) may either enhance other communication) may either enhance other competencies or may be important to their competencies or may be important to their acquisition. acquisition. LinsteadLinstead (1991), Hyland (1992) and (1991), Hyland (1992) and NordhaugNordhaug (1993) use for them the term (1993) use for them the term metameta--competencies. competencies.

QuestionQuestion

•• IS INFORMATION LITERACY IS INFORMATION LITERACY METACOMPETENCY OR SKILL?METACOMPETENCY OR SKILL?

TheThe ConceptConcept of of InformationInformation

•• InformationInformation seemsseems toto bebe everywhere.everywhere. WeWe talk of talk of itsitsbeingbeing encodedencoded inin thethe genesgenes… … disseminateddisseminated byby mediamedia of of communicationcommunication… … exchangedexchanged inin conversationconversation… … containedcontainedinin all sorts of all sorts of thingsthings… … LibrariesLibraries are are overflowingoverflowing withwith itit, , institutionsinstitutions are are boggedbogged downdown byby itit, and , and peoplepeople are are overloadedoverloaded withwith itit … [… [yetyet] ] no no oneone seemsseems toto knowknow exactlyexactlywhatwhat informationinformation is.is.

Christopher Christopher FoxFox (1983, p.3)(1983, p.3)

DonaldDonald O O Case.Case. Looking Looking forfor InformationInformation, 2002, 2002..Donald O. Case. Looking for Information: A Survey of Research on Information Seeking, Needs, and Behaviour. Academic Press, 2002

LiteracyLiteracy

•• Literacy has been seen as a concept, a process, a Literacy has been seen as a concept, a process, a competency, a skill and a tool that has meaning in competency, a skill and a tool that has meaning in relation to the demand of the economy and society or relation to the demand of the economy and society or individuals and communitiesindividuals and communities

•• also a mode of behaviour, which enables individuals also a mode of behaviour, which enables individuals and groups to gather, analyse and apply written and groups to gather, analyse and apply written information to function in societyinformation to function in society

•• GilsterGilster sees it as a fundamental act of cognition sees it as a fundamental act of cognition ((GilsterGilster, 1997). , 1997).

LiteracyLiteracy

•• Some definitions imply that literacy is Some definitions imply that literacy is staticstatic or or absoluteabsolute, , •• other definitions view literacy as other definitions view literacy as dynamicdynamic or or relativerelative. .

LiteracyLiteracy

•• The International Adult Literacy Survey (IALS) defines The International Adult Literacy Survey (IALS) defines literacy in terms of literacy in terms of proficiency levels of usage proficiency levels of usage information to function in societyinformation to function in society and economyand economy. .

•• Literacy is defined as a particular Literacy is defined as a particular capacity and mode of capacity and mode of behaviourbehaviour, the ability to understand and employ printed , the ability to understand and employ printed information in daily activities, at home, at work and in information in daily activities, at home, at work and in the community the community -- to achieve oneto achieve one’’s goals, and to develop s goals, and to develop oneone’’s knowledge and potential (OECD/Statistics s knowledge and potential (OECD/Statistics Canada, 2000, p. 12). Canada, 2000, p. 12).

LiteracyLiteracy

In IALS literacy is measured operationally in terms of the In IALS literacy is measured operationally in terms of the three domains:three domains:

•• Prose literacyProse literacy -- the knowledge and skills needed to the knowledge and skills needed to understand and use information from texts including understand and use information from texts including editorials, news stories, brochures and instruction editorials, news stories, brochures and instruction manuals. manuals.

•• Document literacyDocument literacy –– the knowledge and skills required to the knowledge and skills required to locate and use information contained in various formats, locate and use information contained in various formats, including job applications, payroll forms, transportation including job applications, payroll forms, transportation schedules, maps, tables and charts.schedules, maps, tables and charts.

LiteracyLiteracy

•• Quantitative literacy Quantitative literacy -- the knowledge and skills required the knowledge and skills required to apply arithmetic operations, either alone or to apply arithmetic operations, either alone or sequentially, to number embedded in printed materials, sequentially, to number embedded in printed materials, such as balancing a chequebook, figuring out a tip, such as balancing a chequebook, figuring out a tip, completing an order form or determining the amount of completing an order form or determining the amount of interest on a loan from an advertisement interest on a loan from an advertisement (OECD/Statistics Canada, 2000). (OECD/Statistics Canada, 2000).

LLevelsevels of literacyof literacy

•• Level 1Level 1 indicates persons with very poor skills, where the indicates persons with very poor skills, where the individual may, for example, be unable to determine the individual may, for example, be unable to determine the correct amount of medicine to give a child from correct amount of medicine to give a child from information printed on the package.information printed on the package.

•• Level 2Level 2 respondents can deal only with material that is respondents can deal only with material that is simple, clearly laid out, and in which the task involved simple, clearly laid out, and in which the task involved are not too complex. It denotes a weak level of skills, are not too complex. It denotes a weak level of skills, but more hidden than Level 1. It identifies people who but more hidden than Level 1. It identifies people who can read, but test poorly. They may have developed can read, but test poorly. They may have developed coping skills to manage everyday literacy demands, but coping skills to manage everyday literacy demands, but their low level of proficiency makes it difficult for them to their low level of proficiency makes it difficult for them to face novel demands, such as learning new job skills. face novel demands, such as learning new job skills.

LLevelsevels of literacyof literacy

•• Level 3Level 3 is considered a suitable minimum for coping with is considered a suitable minimum for coping with the demands of everyday life and work in a complex, the demands of everyday life and work in a complex, advanced society. It denotes roughly the skill level advanced society. It denotes roughly the skill level required for required for successful secondary school completion and successful secondary school completion and college entry.college entry. Like higher levels, it requires the ability to Like higher levels, it requires the ability to integrate several sources of information and solve more integrate several sources of information and solve more complex problems. complex problems.

•• Level 4 and 5 describe respondents who demonstrate Level 4 and 5 describe respondents who demonstrate command of highercommand of higher--order information processing skillsorder information processing skills(OECD/Statistics Canada, 2000).(OECD/Statistics Canada, 2000).

QuestionQuestion

•• IS INFORMATION LITERACY LITERACY AT IS INFORMATION LITERACY LITERACY AT LEVEL 4 AND 5?LEVEL 4 AND 5?

InformationInformation literacyliteracy

•• SkillSkill•• BehaviourBehaviour•• AttitudeAttitude•• ProcessProcess•• LibraryLibrary skillskill•• ResearchResearch skillskill•• StudyStudy skillskill

•• FFactoractor•• GGoaloal•• PPhilosophyhilosophy•• PPhenomenonhenomenon•• LLearningearning outcomeoutcome•• SSurvivalurvival skillskill•• KKeyey competencycompetency

InformationInformation literacyliteracy

•• A A newnew liberalliberal artart•• ““anan educationaleducational, , societalsocietal, and , and democraticdemocratic issueissue

thatthat shouldshould bebe of of fundamentalfundamental concernconcern toto all all thosethose whowho wouldwould callcall themselvesthemselves educatorseducators((BundyBundy, 1998)., 1998).

Alternative termsAlternative terms•• information empowermentinformation empowerment•• information competence information competence •• information competency information competency •• iinformationnformation mediacymediacy•• iinformationnformation problemproblem solving solving •• informationinformation problemproblem--solvingsolving skillsskills•• information fluencyinformation fluency

Alternative termsAlternative terms•• informationinformation literacyliteracy competencecompetence•• informationinformation literacyliteracy competenciescompetencies•• information literacy and skillsinformation literacy and skills•• information literacy skillsinformation literacy skills•• informationinformation handlinghandling skillsskills•• skillsskills of of informationinformation literacyliteracy•• infoliteracyinfoliteracy

InformationInformation LiteracyLiteracy

•• InterviewsInterviews withwith 12 12 leadingleading ODL ODL managersmanagers and and researchersresearchers inin Wales, 2002, EADTU Wales, 2002, EADTU conferenceconference

ImportanceImportance of of InformationInformation

•• ““The ability to produce and use information The ability to produce and use information effectively is thus a vital source of skills for effectively is thus a vital source of skills for many individuals. So, the knowledge economy is many individuals. So, the knowledge economy is based on the production and use of information based on the production and use of information and knowledgeand knowledge…… ““ (OECD, 2001). (OECD, 2001).


Having the competence to use information Having the competence to use information effectively has been suggested also by effectively has been suggested also by management gurus as essential to organizational management gurus as essential to organizational success (success (DruckerDrucker, 1994; Grainger, 1994; , 1994; Grainger, 1994; SengeSenge, , 1994). 1994).


In 1992 In 1992 DruckerDrucker argued, argued, ““executives have become executives have become computercomputer--literateliterate…… but not many executives are but not many executives are information literateinformation literate”” ((DruckerDrucker, 1992). , 1992).


In 1993 he stated that although knowledge is In 1993 he stated that although knowledge is taking the place of capital, many people confuse taking the place of capital, many people confuse data with knowledge and lack the skills to data with knowledge and lack the skills to analyse and convert data into knowledge analyse and convert data into knowledge ((DruckerDrucker, 1993). , 1993).


Alvin Toffler also claims that knowledge or Alvin Toffler also claims that knowledge or information is nowadays the key to power not information is nowadays the key to power not money or military force (Toffler, 1991). money or military force (Toffler, 1991).

DevelopmentDevelopment of ILof IL

•• The concept of information literacy was first The concept of information literacy was first introduced in 1974 by Paul introduced in 1974 by Paul ZurkowskiZurkowski, president , president of the of the US Information Industry AssociationUS Information Industry Association, in a , in a proposal submitted to proposal submitted to the National Commission on the National Commission on Libraries and Information Science Libraries and Information Science (NCLIS).(NCLIS).

DevelopmentDevelopment of ILof IL

•• USA (1970s)USA (1970s)•• AustraliaAustralia (1980)(1980)•• JapanJapan•• New New ZealandZealand•• SingaporeSingapore•• SouthSouth AfricaAfrica

IL IL inin UKUK

•• TThe starting point for most information skills work in he starting point for most information skills work in the UK remains the nine step plan identified by the UK remains the nine step plan identified by MarlandMarland’’ss group in 1981group in 1981..

•• A working group was set up jointly in 1980 by the A working group was set up jointly in 1980 by the British Library Research and Development DepartmentBritish Library Research and Development Department and the and the nownow--defunct defunct Schools CouncilSchools Council to produce practical to produce practical guidance to teachers on developing information skills. guidance to teachers on developing information skills. The working partyThe working party’’s reports s reports Information Skills in the Information Skills in the Secondary CurriculumSecondary Curriculum, was sent to every secondary school , was sent to every secondary school in England and Wales in England and Wales

IL IL inin UKUK

MarlandMarland provides a nineprovides a nine--point matrix: point matrix: 1. Formulate and analyse need 1. Formulate and analyse need 2. Identify and appraise likely sources 2. Identify and appraise likely sources 3. Locate individual resources 3. Locate individual resources 4. Examine, select and reject resources 4. Examine, select and reject resources 5. Interrogate resources 5. Interrogate resources 6. Record and store information 6. Record and store information 7. Interpret, analyse, synthesise 7. Interpret, analyse, synthesise 8. Present, communicate 8. Present, communicate 9. Evaluate.9. Evaluate.

IL IL inin UKUK

•• SCONULSCONUL•• BigBig BlueBlue•• The Chartered Institute of Library and Information The Chartered Institute of Library and Information

ProfessionalsProfessionals•• UK OUUK OU•• IndividualIndividual researchersresearchers ((WebberWebber))

SCONULSCONUL

•• Their definition of Their definition of ISIS in in HEHE reflects the twin reflects the twin dimensions of the competent student and the dimensions of the competent student and the informationinformation--literate person. literate person.

•• The latter level of information skills, the adoption of The latter level of information skills, the adoption of the term information literacy is used. the term information literacy is used.

•• For the development of the information literate person For the development of the information literate person SCONUL proposes seven sets of skills.SCONUL proposes seven sets of skills.

•• The outline model of information skills generated in the The outline model of information skills generated in the briefing paper has now become known as the briefing paper has now become known as the Seven Seven Pillars modelPillars model . .

SCONULSCONUL

Stephen Town : Stephen Town : ““ information literacy is information literacy is •• knowledge not skill, knowledge not skill, •• achieved by education not training, achieved by education not training, •• created through partnership between created through partnership between

professionals andprofessionals and•• is a lifelong endeavour that is contextual in field is a lifelong endeavour that is contextual in field

and service accessand service access”” (Town, 2002). (Town, 2002).

The Big BlueThe Big Blue

•• The project titled The project titled the Big Bluethe Big Blue is funded by the is funded by the Joint Joint Information Systems CommitteeInformation Systems Committee and is managed jointly by and is managed jointly by Manchester Metropolitan University LibraryManchester Metropolitan University Library and and Leeds Leeds University LibraryUniversity Library. The Big Blue project is surveying . The Big Blue project is surveying present practice in present practice in ISIS training for students in higher and training for students in higher and further education. The project aim is to establish a further education. The project aim is to establish a blueprint for the future, ensuring a coherent approach blueprint for the future, ensuring a coherent approach to the development of an information literate student to the development of an information literate student population in the UK. population in the UK.

The Chartered Institute The Chartered Institute oof Library f Library and Information and Information PProfessionalsrofessionals

•• ““We have adopted the commonly accepted We have adopted the commonly accepted distinction between information literacy and distinction between information literacy and skills. skills. Information literacyInformation literacy is about is about providing all providing all members of society with the information members of society with the information competencescompetences necessary to function effectively necessary to function effectively within society within society –– it might be termed functional it might be termed functional information literacy. information literacy.

The Chartered Institute The Chartered Institute oof Library f Library and Information and Information PProfessionalsrofessionals

•• The debate over The debate over information skillsinformation skills relates to the relates to the higher level competences of information higher level competences of information specialistsspecialists

•• They define They define ““information literacy information literacy ““as a set of as a set of basic competencies that should be used by basic competencies that should be used by everyoneeveryone (PAG, 2001; Muir et al, 2002). (PAG, 2001; Muir et al, 2002).

IntegrationIntegration oror standstand alonealone??

•• There is also a lack of agreement whether There is also a lack of agreement whether information skills should be integrated into information skills should be integrated into subject areas or taught as a discrete disciplinesubject areas or taught as a discrete discipline..

((WebberWebber, SCONUL, OU UK), SCONUL, OU UK)

DavidDavid BawdenBawden

•• BawdenBawden argues that one prevailing problem appears to be argues that one prevailing problem appears to be the enthusiasm of many commentators to give the enthusiasm of many commentators to give a single a single allall--encompassing definitionencompassing definition of information literacy. of information literacy.

•• Some authors have drawn a very comprehensive list of Some authors have drawn a very comprehensive list of skills that very few information professionals would skills that very few information professionals would possess in their entirety and refers to Maguire, possess in their entirety and refers to Maguire, KazlauskasKazlauskas and Weir (1994) who wrote that information and Weir (1994) who wrote that information literacy, as commonly propounded, may be a noble literacy, as commonly propounded, may be a noble concept, but it may also be a concept, but it may also be a utopian oneutopian one ((BawdenBawden, , 2001).2001).

CriticsCritics

CContinuousontinuous concern about the term since 1990s. concern about the term since 1990s. In 1990 In 1990 ArpArp noted that the phrasenoted that the phrase’’s meaning was s meaning was unclearunclear, ,

especially to those outside the library community (especially to those outside the library community (ArpArp, , 1990).1990).

CriticsCritics

•• According to LangfordAccording to Langford’’s article, Henri (1992) s article, Henri (1992) considered information literacy as the considered information literacy as the ““buzz concept in buzz concept in educationeducation”” throughout the 1980sthroughout the 1980s, ,

•• BBreivikreivik (1993) characterizes the frustration with this (1993) characterizes the frustration with this term: term: ““We are going to change the term, we hate this We are going to change the term, we hate this term, it is no good. There are all these other term, it is no good. There are all these other literaciesliteracies””and and WreschWresch (1997) simply states that the (1997) simply states that the ““concept of concept of information literacy is relatively newinformation literacy is relatively new”” (Langford, 1999). (Langford, 1999).

CriticsCritics

•• Several authors (Lincoln, 1987; Holloway, 1996; Henri, Several authors (Lincoln, 1987; Holloway, 1996; Henri, 1995) complain the labels 1995) complain the labels information literacy, information information literacy, information skills, study skillsskills, study skills are are fuzzy fuzzy and that the and that the teachers are not teachers are not clear about what is meant by this term or how it relates clear about what is meant by this term or how it relates to classroom practice. to classroom practice.

•• Criticisms has also based on the difficulty of Criticisms has also based on the difficulty of assessing assessing and measuringand measuring information literacy. information literacy.

CriticsCritics

•• Foster (1993) suggests that its purpose is Foster (1993) suggests that its purpose is essentially to exaggerate the importance of essentially to exaggerate the importance of librarians, by inventing a social malady which librarians, by inventing a social malady which they alone can cure they alone can cure

German librariesGerman libraries

•• BennoBenno HomannHomann, , University Library of University Library of HeidelbergHeidelberg

•• Germany: Ministry for education & researchGermany: Ministry for education & research•• 2002 position paper2002 position paper

QuestionnaireQuestionnaire

•• SECTION A SECTION A –– POLICYPOLICY•• SECTION B SECTION B –– CURRICULUMCURRICULUM•• SECTION C SECTION C –– RESEARCHRESEARCH•• SECTION D SECTION D –– HIGHER DEGREE SUPERVISIONHIGHER DEGREE SUPERVISION•• SECTION E SECTION E –– ACADEMIC DEVELOPMENT ACADEMIC DEVELOPMENT

PARTNERSHIPPARTNERSHIP•• SECTION F SECTION F -- ABOUT YOUR INSTITUTIONABOUT YOUR INSTITUTION

ConclusionConclusion

•• InInformationformation literacyliteracy isis a a complexcomplex phenomenonphenomenonand and maymay bebe approached from a variety of approached from a variety of perspectivesperspectives. I look IL . I look IL inin mymy studystudy as as a way of a way of learninglearning and consider the characteristics of and consider the characteristics of constructive learnersconstructive learners asas anan importantimportant elementselements(prior knowledge, (prior knowledge, metacognitionmetacognition, motivation, , motivation, and with respect to learning itself, the complex and with respect to learning itself, the complex variable variable ““learning stylelearning style””). ).

ReferencesReferences

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•• ALA (1989). ALA Presidential Committee on Information ALA (1989). ALA Presidential Committee on Information Literacy Final Report. Chicago: American Library Association.Literacy Final Report. Chicago: American Library Association.

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