Information literacy is an understanding and set of abilities allowing persons to “distinguish when information is needed” and have the capacity to identify, locate, evaluate, and effectively employ the needed information. “. An information literate individual is someone who has learned how to learn, and is able to: ? recognise a need for information ?
Establish the extent of information needed ?efficiently access the needed information ?assess the information along with its sources critically ?add in particular information into their knowledge base ?make use of information effectively to achieve a specific purpose ? comprehend legal, economic, social and cultural matters in the use of information ?
Make use of and access information ethically Information literacy is not identical to computer literacy (which involves a technological expertise to control computer hardware and software) or library literacy (which entails the capability to utilize a library’s collection and its services), even though there is a strong relationship between all these concepts.
Each literacy calls for some level of critical thinking. However weighted against computer literacy, information literacy goes further than kust having access to, and knowledge of how to employ the technology, since technology alone does not assure quality learning experiences. Compared with library literacy, information literacy is above searching through an online catalogue or other reference materials, for information literacy is not a technique, but a objective for novices.
Information literacy involves knowledge of the manner in which information systems work, of the dynamic bond among a specific information need and the sources and channels needed to fulfill that need. Information Literacy – Why? Information literacy necessary given the proliferation of information access and resources. People are faced with different, abundant, information choices in the place of work, in their studies as well as in their lives. Information is available throughout community resources, media, the internet, manufacturers special interest organisations, service providers and libraries.
Progressively more, information comes unfiltered. This brings up questions about authenticity, validity, and reliability. Information is also accessible through multiple media, embracing graphical, aural, and textual. These pose special challenges in evaluating, understanding and using information in an ethical and legal manner. The doubtful quality and expanding quantity of information also cause large challenges for businesses of all types, as well as for society itself. Why has the idea of information literacy taken root?
The concept of information literacy has its roots in the appearance of the information society, characterized by fast growth in accessible information and related changes in technology used to create, disseminate, access and control that information. Ever since the publication of the American Library Association’s (ALA) Final report (1989), written by a group of librarians and other educationalist, the idea of information literacy has been broadly accepted. This focus in information literacy is largely a result of its strong association with the idea of permanent learning.
Conclusion: Being information literate requires knowing how to clearly define a subject or area of investigation; select the appropriate terminology that expresses the concept or subject under investigation; formulate a search strategy that takes into consideration different sources of information and the variable ways that information is organized; analyze the data collected for value, relevancy, quality, and suitability; and subsequently turn information into knowledge (ALA 1989).
This involves a deeper understanding of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand. Sources: 1. http://www. nap. edu/catalog/6482. html 2. http://www. ycp. edu/library/ifl/glossary. html 3.
http://www. ala. org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Information_Literacy_Competency_Standards_for_Higher_Educati on. htm#ildef 4. http://www. ala.
org/Content/NavigationMenu/ACRL/Publications/White_Papers_and_Reports/Presidential_Comitee_on_Information_Literacy. htm 5. http://www. nap. edu/catalog/6482. html 6. http://notes. cc. sunysb. edu/Pres/boyer. nsf/ 7. http://www. infolit. org/index. html 8. http://www. infolit. org/documents/progress. html 9. http://www. fiu. edu/~library/ili/iliweb. html 10. http://www. infolit. org/definitions/index. html 11. http://www. infolit. org/documents/89report. htm 12. http://www. ed. gov/pubs/UnderLit/understanding. html 13. http://www. bham. wednet. edu). 14. http://www. rrpubs. com/heproc).
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 12 October 2016
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