Information literacy

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1 Introduction

According to the Association of College and Research Libraries (ACRL) ] (2008, retrieved March 2016), “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 is part of digital literacy

More precisely:

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual 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

Association of College and Research Libraries (ACRL)(2008, retrieved March 2016).

On Wikipedia (March 2016): “The United States National Forum on Information Literacy defines information literacy as "... the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand."[1][2] Other definitions incorporate aspects of "skepticism, judgement, free thinking, questioning, and understanding..."[3] or incorporate competencies that an informed citizen of an information society ought to possess to participate intelligently and actively in that society.[4]

2 In education

Information literacy is part of what can be considered e-learning literacy

It also is an important variable to facilitate all sorts of constructivist pedagogies.

Given et al, (2010:2)[5], in a longitudinal information literacy (IL) skills study of grade 12 students found that “high school students are not proficient when it comes to information literacy skills. The ILT scores were poor with a mean of 50.7%. No students demonstrated “advanced” information literacy skills (a score of 90% or higher), 19% of participants achieved “proficiency” (scores of 65%-89%), and 80% of participants were considered “non-proficient” (scores less than 65%)”

3 References

  1. "What is the NFIL?". National Forum on Information Literacy. Retrieved October 25, 2012. 
  2. "Presidential Committee on Information Literacy: Final Report". January 10, 1989. Retrieved October 25, 2012. 
  3. Gillmor, Dan. "Mediactive". Retrieved February 2, 2013. 
  4. Toth, M. Definitions of Information Literacy. Retrieved from
  5. Lisa M. Given, Heidi Julien, Dana Ouellette, and Jorden Smith. 2010. Evidence-based information literacy instruction: curriculum planning from the ground up. In Proceedings of the 73rd ASIS&T Annual Meeting on Navigating Streams in an Information Ecosystem - Volume 47 (ASIS&T '10), Vol. 47. American Society for Information Science, Silver Springs, MD, USA, , Article 115 , 2 pages.