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Information Literacy for Students and Teachers in Indian Context

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 PEARL - A Journal of Library and Information Science DOI : 10.5958/0975-6922.2014.00728.1
Vol. 8, No. 2, April-June 2014: 88-96

Information Literacy for Students and Teachers in

Indian Context
K.R. Mulla
ABSTRACT
Information literacy (IL) is best addressed at multiple levels in the education process. Information-
literate students are more effective consumers of information resources. It has become a lot evident that
students cannot learn everything they have to grasp in their field of study. Data acquirement equips
them with the important skills necessary to become freelance long learners. At the same time, educators
and researchers should grapple with shaping the standards and competencies related to data acquirement,
develop effective new ways that to interact learners and live the end result and impact of such learning.
In Indian context once lecturers encourage students to try to their own analysis, students take
responsibility for his or her learning, and that they retain a lot of the data they need gathered for them.
This, in turn, creates a greater responsibility towards their own learning, which would help them become
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dynamic learners and thinkers who are creative, analytical and efficient, instead of mere regurgitations of
facts.
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Keywords: Information literacy, User orientation, Teaching, Learning, Elasticity, Dynamism,

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Education system, Curriculum and library resources

1. INFORMATION LITERACY available in almost every scholarly or research

article that has been written on the issue. The IL
Fundamental and rapid changes in the is a necessary skill that is useful in every aspect of
information environment have facilitated greater a person’s life, and its importance cannot be
accessibility to a wide range of material online, adequately emphasized. For students, IL skills
with a multiplicity of access points. However, this would lead to independent and student-centric
has resulted in the electronic information learning, rather than reliance on the teacher to
environment appearing complicated to the user, provide answers to questions or problems that they
and it is perceived that the skills and competencies encounter. This in turn creates a greater
of research students in the identification, responsibility towards their own learning, which
management and use of these resources have not would help them become dynamic learners and
kept pace with the rapidity of change. There is thinkers who are creative, analytical and efficient,
evidence to suggest that learning is enhanced by instead of mere regurgitations of facts (Shapiro
adopting pedagogical approaches that address and Hughes, 1996).
students’ various learning styles, as corroborated This in turn should empower students to be
in educational research. However, limited lifelong learners. The document also included a
attention is paid to the relevance of these list of the various skills and knowledge that
pedagogical approaches to IL education, although students at the primary, secondary levels should
some research has suggested that a proper attain, including the attitudes that they ought to
integrated curriculum, which synergizes IL portray; recommendations on how the IL program
competencies with appropriate pedagogical could be implemented within the school
approaches, would positively impact IL teaching curriculum; and rubrics for standards on
and learning. Various other descriptions of IL are performance in IL.
Librarian, Visvesvaraya Technological University, Belgaum-580019, Karnataka, India.
Email id: krmulla@gmail.com

Indianjournals.com 88
 Information Literacy for Students and Teachers in Indian Context

Learning is a process which takes place at the Each of these literacies requires some level of
intersection points between numbers of contexts. critical thinking. But compared with computer
Human beings are constantly interpreting the literacy, IL goes beyond merely having access to
knowledge they acquire. Sociological, and knowledge of how to use the technology
psychological ethnographic and pedagogical because technology alone does not guarantee
studies of IL describe learning as a process here quality learning experiences. And compared with
knowledge and skills developed within one area library literacy, IL is more than searching through
are renegotiated and transformed through the an online catalog or other reference materials
encounter with other areas. In the 1970s, the because IL is not a technique, but a goal for
concept of ‘information skills’ was used to examine learners. The IL requires an awareness of the way
how people acquire information through the use in which information systems work, of the
of relevant sources and ethnologies. During the dynamic link between a particular information
last decade, these skills have been incorporated need and the sources and channels required to
into the much wider concept of ‘IL’. Today IL is satisfy that need.
widely understood to concern ‘knowing when
and why you need information, where to find it 2.1. Why should we be Concerned About
and how to evaluate, use and communicate it in Information Literacy?
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an ethical manner’ (Brown, 2006).

The need to evaluate the credibility of
2. WHAT IS INFORMATION LITERACY? information is nothing new, but until recently
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most learners could expect to deal with some

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The term IL, sometimes referred to as

carefully selected collections of reference materials
information competency, is generally defined as
in academic and public libraries, as well as a fairly
the ability to access, evaluate, organize, and use
limited range of widely accepted authoritative
information from a variety of sources. Being
texts in the classroom or in the home
information literate requires knowing how to
library. However, since anyone can make a Web
clearly define a subject or area of investigation;
page, for example, how can you tell if the
select the appropriate terminology that expresses
the concept or subject under investigation; information is reliable or not? A critical point about
formulate a search strategy that takes into using the Internet is that individuals posting
consideration different sources of information and information are not required to pass through
the variable ways that information is organized; traditional editorial constraints or undergo any
analyze the data collected for value, relevancy, kind of fact-checking required in conventional
quality, and suitability; and subsequently turn published print media (Debe and Nancy, 2013).
information into knowledge (ALA, 1989). This The reluctance to look for information from
involves a deeper understanding of how and tried and true sources such as well-indexed books
where to find information, the ability to judge or the temptation to assign value to information
whether that information is meaningful, and simply because it came off of the computer will
ultimately, how best that information can be likely provide results with poor quality. Not only
incorporated to address the problem or issue at must we be discerning learners but, in addition,
hand. we must be constantly learning. As the pace of
The IL is not the same as computer literacy global change has increased, so has our need for
(which requires a technological know-how to learning. Consider the tremendous changes in
manipulate computer hardware and software) or both the amount and variety of information
library literacy (which requires the ability to use a resources, as well as great changes in technology
library’s collection and its services), although there that affects our lives in everything from banking
is a strong relationship among all these concepts. to medical care.

PEARL - A Journal of Library and Information Science 89

 K.R. Mulla

3. IMPLICATIONS FOR TEACHING having students assume more responsibility for

locating the very materials from which to learn.
Teachers must be prepared to “teach students
This approach develops lifelong learning skills
to become critical thinkers, intellectually curious
because students are learning from the same
observers, creators, and users of information. The
sources which they will come to use in their daily
goal is to prepare students early on to “learn how
lives such as books, newspapers, televisions,
to learn” and carry these skills into other areas of
databases, government documents, subject matter
their lives so that they can be independent seekers
experts, and others (ALA, 1989). Moreover,
and consumers of information throughout their
resource-based learning provides an added
lives. Teachers of all subjects must blend their
advantage.
traditional fact-based approach with an emphasis
on learner-based inquiry and the scientific inquiry 5. IMPLICATIONS FOR SCHOOLS
process. This means shifting some of the
- In order to produce learners who are
responsibility of gaining knowledge from the
information literate, schools will need to
teacher to the student and allowing students to
integrate IL skills across the curriculum in all
develop questions, strategies to search for answers,
subject areas beginning in the earliest grades.
and formulate conclusions. It also means having
Educational institutions that wish to produce
fewer lectures and replacing them with applied
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lifelong learners should be engaged in some

strategies for IL. Concurrently, educators and
fairly basic rethinking of how teaching faculty
researchers must grapple with defining the
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and information specialists such as librarians

standards and competencies associated with IL,
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and media specialists can work together

develop effective new ways to engage learners
and measure the outcome and impact of such
learning (Pearce, 2001).
4. IMPLICATIONS FOR LEARNING
Some of our learning occurs in formal settings
where what we learn is packaged and prepared
for us. But much learning also occurs in non
formal settings, and, informally as well. The IL is
crucial in all three types of learning situations.
Becoming information literate will involve a
drastic change from the way many students are
accustomed to learning. First of all, it requires
students to be more self-directed in their learning.
This kind of independent, active learning prepares
students for real-life problem solving (Breivik and
Gee, 1989). Also, in becoming information literate,
students will assume more responsibility for their
own learning either individually or in work
groups. As students become more competent with
their use of information resource options, they
become aware of their individual styles of learning
and preferred ways of assimilating knowledge.
One successful method for developing IL skills
is through resource-based learning which involves
towards this end. Based on a recent study, the
following factors seemed to result in successful
integration of information skills into the
academic curriculum: The institution has a
strong commitment to excellent educational
outcomes for the students in the areas of
critical thinking, problem solving, and
information skills;
- Librarians have long-term commitments to
integrate library instruction into the
curriculum; and
- Faculty and librarians work together in
curriculum development.
Replacing discrete curricular areas with
problem-based learning inevitably involves
reordering instructional roles and relationships as
well as restructuring assessment strategies.
6. IMPLICATIONS FOR LIBRARIANS AND
LIBRARIES
Librarians led the way in the early 1980s in
conceptualizing the idea of IL and its relationship
to lifelong learning. Early development of the
concept of IL frequently focused on the future role

90 Vol. 8, No. 2, April - June 2014

 Information Literacy for Students and Teachers in Indian Context

of libraries and librarians in helping with the use reflective practice, learning specific skills alongside
and application of information. the development of a wider awareness of their
learning (Karisiddappa and Rajgoli, 2007).
The impact of moving from text-based learning
to resource-based learning will involve heavier use 8. LEARNING STYLES
of library materials and a demand for more and
Learning styles can be broadly categorized
varied media resources, including print and non into three groups: information processing-based,
print. Consequently, school administrators will personality-based, and multi-dimensional and
need to re-evaluate how funds are distributed instructional preferences. The information
between the textbook budget and the budget for processing-based learning style generally assesses
their library media resources. Public libraries will individual cognitive approaches to understanding
have to coordinate more closely with schools and and integrating information. Learning styles under
other learning sites to ensure sufficient access to this category are more likely to make distinctions
information resources and technology for all ages among the ways that individuals sense, perceive,
and abilities and to remain a strong community solve problems, organize and remember
resource for lifelong learning. As information information. On the other hand, the personality-
specialists, librarians will be called upon more based learning style examines the influence of
frequently to consult with teachers and learners, individual personality on preferred ways of
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and to provide training and guidance towards the acquiring and organizing information. Learning
sharpening of IL skills not only in school and styles under this category tend to gauge the ways
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academic libraries but in public and special in which individuals react to different learning
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libraries as well. situations. Finally, the multi-dimensional and

instructional preferences-based learning style
These are important considerations for all looks at individuals’ preferred environment for
types of libraries given the range of patrons who learning (Kaur, Kaur and Walia, 2009).
use these libraries and given that the linking of
library holdings and the stepped up demand for 8.1. Indian Education Teaching Method
resource sharing among libraries escalates the The Indian education method is provided in
importance (and costs) of interlibrary loans the following points:
(Bavakutty and Nasirudheen, 2008).
1. Oral
7. TEACHING INFORMATION LITERACY
2. Teaching at classroom
IL can be thought of as” an individual’s
3. One to one discuss
attitude to their learning and research such that
they are explicitly thinking about how they “use, 4. Teacher to student learning to discussion
manage, synthesis and create information, in a 5. To check teaching process conduct the test at
wise and ethical manner, to the benefit of society”, classroom level
as part of their learning life. In this view, IL is
central to learning and research and is about Information literacy helps the student learning
changing people’s learning attitudes and habits without anybody’s help
so that they understand how information fits into 1. Reference of the library with help of librarian’s
their learning lives. If IL consists of a set of skills help to locate the documents
then the emphasis can be confined to training;
however if IL is viewed as a personal and 2. Information literacy made the students to learn
individualized corpus of knowledge and an through help of computers
attitude to or habit of learning, then a broader 3. Information literacy guides the students to
educative approach is needed. Education, as know about database and its content for their
opposed to training, engages the learner in studies.

PEARL - A Journal of Library and Information Science 91

 K.R. Mulla

Today education system in India can be
divided into many stages:
z Pre-primary- It consists of children of 3 to 5
years of age studying in nursery, lower
kindergarten and upper kindergarten. At this
stage, the student is given knowledge about
school life and is taught to read and write some
basic words.
z Primary- It includes the age group of children
of 6 to 11 years studying in classes from first
to fifth.
z Middle- It consists of children studying in
classes from sixth to eighth.
z Secondary- It includes students studying in
classes ninth and tenth.
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and techniques could be adapted to suit different
levels of intelligence. Considerable efforts have
been made during the last decade through
seminars, workshops, refresher courses and
summer institutes to introduce the teacher,
especially at the secondary stage, to new
techniques of instruction. The use of audio-visual
aids has been on the increase in urban schools,
and even television has been brought into the
service of classroom teaching in New Delhi. And
yet it will be generally agreed that the impact of
these activities on teaching practices in the vast
majority of our schools has not been very
significant. The picture is particularly dismal in
the rural areas, and especially in the primary
schools. In the average school today, instruction
still conforms to a mechanical routine, continues

z Higher secondary– It includes students to be dominated by the old besetting evil of

studying in classes 11 and 12. verbalism and therefore remains as dull and
uninspiring as before (NPE, 1966).
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z Undergraduate- Here, a student goes through

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higher education, which is completed in 9.2. Why does this Happen?

college. This course may vary according to the
The problem is complex and the answers to it
subject pursued by the student. For medical
are not easy to give. But in our opinion, the
students, this stage is of four and a half years
following are the four major factors that impede
plus one year of compulsory internship, while
progress:
a simple graduate degree can be attained in
three years (Corrall, 2008). 1. The weakness of the average teacher. By and
large, the competency of teacher is poor,
z Postgraduate- After completing graduation a
hence, his or her general education is below
student may opt for post graduation to further
and skilled preparation is totally disappointing.
add to his or her qualifications.
2. The failure to develop proper educational research
9. TEACHING METHODS: DISCOVERY AND
on teaching methods. Little has been done to find
DIFFUSION
out in crucial sectors the methods that are best
9.1. Scope of the Discussion suited to our conditions and needs. For
instance, the best method of teaching, to begin
A good deal of attention has been directed in
with reading in a phonetic script like
recent years to the techniques of revitalizing
Devanagari, is yet to be developed.
classroom teaching in Indian schools. Basic
education was intended to revolutionize all life 3. The rigidity of the existing educational system.
and activity in the primary school and draw out Better methods of teaching skills are
‘the best in the child-body, mind and spirit’. The discovered but, not so much through
Secondary Education Commission devoted an educational research, as through the
entire chapter in its report to dynamic methods adventures of gifted teachers who have the
of teaching, discussing the objectives of the right courage to get off the beaten track. Our
techniques, the values of various activity methods educational system is not designed to
and the different ways in which these methods encourage such kind of initiative, creativity

92 Vol. 8, No. 2, April - June 2014

 Information Literacy for Students and Teachers in Indian Context

and experimentation on a large scale and is, 2. The experimenting teacher must have much
therefore, not able to keep itself abreast of the more than the passive acquiescence of the
times. school inspectors. He or she must feel that
officers of the Education Department are
4. The failure of the administrative machinery to personally eager to see experimentation and
bring about a diffusion of new and dynamic that they are willing, within reasonable limits,
methods of teaching. Assuming that a good to accept a proportion of failures as part of
method of teaching is discovered and is the price.
actually introduced in some schools, the
problem still remains of diffusing in other 3. The inspectors are the key figures in any
schools so that it becomes the common reform of classroom practice. They are the
practice in the educational system as such. This authority, present and obvious. They should
is very difficult task, and has yet to find the be consulted from the beginning, should know
right solution to comply it. that their criticisms and suggestions carry
weight, and should be made to feel that the
10. ELASTICITY AND DYNAMISM proposed changes are, in some measure, their
reforms. A school system can be no more
In a modern society where the rate of change
elastic or dynamic than the inspectors will let
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and of the growth of knowledge is very rapid, the

it be. This is why the in-service education of
educational system must be elastic and dynamic.
inspecting officers assumes great significance.
It must give freedom to its basic units to the
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4. The sympathy and support of headmasters

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individual pupil in a school, the individual teacher

among his colleagues, and the individual school and senior teachers must be won quite early
(or cluster of schools) within the system to move in the programme if they are not to dampen
in a direction or at a pace which is different from all youthful ardour to experiment and explore.
that of other similar units within the system They may not want to break new ground
without being unduly hampered by the structure themselves. But if they do not feel they are
of the system as a whole. In this process, the being by-passed and that the new system is
freedom of the teachers is the most vital; it is almost not being foisted on them, they can become
synonymous with the freedom of the school, for its patrons, if not its practitioners. There is also
the pupils can rarely be freer than the men and much to be gained by winning the approval
of teachers’ organizations to any movement
women who teach them. It will, therefore, be quite
that increases flexibility in the school system.
in order to equate the elasticity and dynamism of
Individuals will experiment more readily if
an educational system basically with the freedom
they feel that experimentation has the general
of teachers.
support of the profession.
11. CONDITIONS TO PROMOTE 5. Anything that breaks down the isolation of
ELASTICITY AND DYNAMISM the teacher increases his sense of assurance
Certain general conditions are necessary to and makes it easier for him to adventure. The
promote this elasticity and dynamism, some of the strengthening of the teacher’s sense of inner
more important of which are given in the security is a purpose common to all the
following: methods advocated to increase the elasticity
or dynamism in a school system. It is the basis
1. The individual teacher is most likely to try bold of all real reform in teaching practice.
changes in teaching practice if there is a feeling
6. When in doubt, teachers will teach in the way
of reform in the air and if he or she sees his or
they were taught themselves and not in the
her small contribution as part of a major social
way they were told to teach. So, if a school
revolution.

PEARL - A Journal of Library and Information Science 93

 K.R. Mulla

system is to become more flexible and teaching
methods more lively and varied, it is essential
that these qualities be established very early
in the practice, as well as in the theory, of at
least some of the teacher-training institutions.
A few training institutions at both the primary
and the secondary levels should become
centers for devising, testing, and adapting
methods and materials to be used in the
schools.
7. Innovations are more likely to occur if there is
a ladder of promotion up which the bright
young teacher can hope to climb by
outstanding service achievements (NPE, 1966).
12. ANALYSIS OF THE STUDY FOR
INFORMATION LITERACY
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The IL programs encourage shifts in the roles
of teachers and learners. Such changes are
essential to prepare learners to live and work in
an information-centered society.
13. SHIFTS IN TEACHING AND LEARNING
In an information-literate environment,
students engage in active, self-directed learning
activities, and teachers facilitate students’
engagement through a more adventurous style of
instructional delivery. Students involved in
information-literate activities:
Æ Seek a rich range of information sources;
Æ Communicate an understanding of content;
Æ Pose questions about the content being
learned;

Beyond the basic skills of reading, writing, and

arithmetic, the citizen/worker of the twenty-first Æ Use the environment, people, and tools for
century needs complex analytical skills. The learning;
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technological tools of the Information Age-

Æ Reflect on their own learning;
computer networks, telecommunications systems,
and databases have put an unprecedented volume Æ Assess their own learning; and
of information at our fingertips. Yet how aware Æ Take responsibility for their own learning
are we of what is available, when to use it, and
how to find out about it? These students feel good about themselves as
learners, and they leave school feeling passionate
Education systems and institutions must take
about some content.
seriously the challenges of the Information Age.
This includes restructuring the learning process Teachers trying to create an information-
to reflect the use of information in the real world, literate environment for their students have given
changing the role of the teacher from presenter of up the view that teaching is telling, that learning
prefabricated facts to facilitator of active learning, is absorbing, and that knowledge is static. They
and including the library/media specialist as a constantly make difficult choices about old
collaborator in curriculum planning for effective curriculums, examining subject-area requirements
use of information resources. closely, setting priorities, and considering process
The IL is an individual’s ability to: as well as content. They look beyond their
classrooms for resources that will enrich the
Æ Recognize a need for information; learning environment. They engage in
Æ Identify and locate appropriate information collaborative activities which enrich their own
sources; professional development and their students’
learning experiences. They seek the expertise of
Æ Know how to gain access to the information
their school library media specialists as partners
contained in those sources;
in the curriculum planning process (Bent and
Æ Evaluate the quality of information obtained; Stockdale, 2009).
Æ Organize the information; and Teachers involve students in complex tasks
Æ Use the information effectively. that have purposes beyond the limits of the

94 Vol. 8, No. 2, April - June 2014


classroom and the teacher’s critical evaluation.
They also create collaborative situations to develop
students’ social skills and problem-solving skills.
They are familiar with a variety of learning tools,
both print-based and electronic, and they
encourage their students to move beyond the
textbook when seeking information and solving
problems.
14. RESOURCES
LITERACY
The IL thrives in a resource-based learning
environment. In such an environment, students
and teachers make decisions about appropriate
sources of information and how to access them.
Aside from more traditional print resources-
textbooks, encyclopedias, newspapers,
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magazines-they use technological resources such
as videotape and videodisc, CD-ROM, software
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tools, and simulation/modeling tools. They use
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computer networking and telecommunications for
both data access and participation in learning
communities. They use multimedia technologies
as materials for gathering data and as production
tools. They use their school library media centers
to locate and use many of these resources.
In addition to using technological resources,
learners also reach beyond classroom walls into
their local communities for the rich supply of
materials and authoritative information provided
by businesses, social services agencies, citizens’
groups, and public and university libraries. The
mass media-cable and network television, radio
broadcasts, and other national and international
print and electronic services-provide yet another
rich source for information.
15. BENEFITS OF INFORMATION LITERACY
15.1. For Students
The IL and the resource-based learning
programs that foster it-counteracts the information
dependency created by traditional schooling,
where students must rely on the teacher to
dispense information. It requires active learning.
Students take more control of their learning, and
the teacher is freed from the role of omniscient
PEARL - A Journal of Library and Information Science
Information Literacy for Students and Teachers in Indian Context
expert. Yet the teacher becomes more important
in the role of facilitator of interaction at the small
group or individual level. The final product of
resource-based learning is usually a paper,
presentation or exit performance. Regardless of
where and how IL skills are acquired, they are
applicable in any school, play, or work situation.
Resource-based learning accommodates varied
FOR INFORMATION interests and ability levels. Students do not need
to read exactly the same materials on the same
topic when they are identifying their own
approaches to a theme or topic of study. When
teachers encourage students to do their own
research, students take responsibility for their
learning, and they retain more of the information
they have gathered for themselves.
Information-literate students are more effective
consumers of information resources. They learn
to recognize that information is packaged in a
variety of ways, that it is packaged using a variety
of techniques, that it serves a variety of interests,
and that it contains a variety of value messages.
Information literate students are more critical
when they make decisions about the resources
they use.
15.2. For Learners
Lengthening lifespans and increasing leisure
time have altered the formula for what constitutes
a productive, healthy, and satisfying life. To
respond effectively to an ever-changing
environment, people need more than just a
knowledge base. They need techniques for
exploring, making connections, and making
practical use of information.
Information-literate citizens know how to use
information to their best advantage at work and
in everyday life. They identify the most useful
information when making decisions such as where
to locate a business, how to vote, or whether to
have a child. They are able to evaluate newscasts,
advertisements, and political campaign speeches,
recognizing when statistics are being used to
support only one aspect of a complex issue.
Current policy questions pose unprecedented
95
 K.R. Mulla
complexity and international implications-
immigration and “brain drain,” the drug crisis,
and the state of the environment. When statistics
saturate all aspects of an issue, IL enables citizens
to recognize deception and disinformation, so
that they may make a truly informed decision
(Mahmood, 2013).
These learners appreciate the value and power
of information. They believe in the need for
information to address problems and questions in
their own lives, in their communities, and in
society. They understand that information is not
necessarily knowledge until it has been analyzed,
questioned, and integrated into their existing body
of knowledge and experiences. They are equipped
to be lifelong learners because they know how to
learn.
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16. CONCLUSION
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It is necessary to grasp that data acquisition is
best addressed at multiple levels within the
education method and its literate students square
measure additional essential once they build
selections concerning the resources they use.
Smart analysis is that the foundation of each
learning and also the ability to posit new concepts,
ideas and solutions. Sadly, twenty first century
students don’t seem to be essentially wired to
figure through a method of analysis requiring each
time and analysis. As Head and Eisenberg (2010)
show, “unsurprisingly, what mattered most to
students whereas they were functioning on course-
related analysis assignments was passing the
course (99 percent), finishing the assignment (97
percent) and obtaining an honest grade (97
percent).”Resource-based learning accommodates
varied interests and talent levels. Students do not
have to scan precisely the same materials on
constant topic once they square measure
distinguishing their own approaches to a subject
or topic of study. Once lecturers encourage
students to try and do their own analysis, students
take responsibility for his or her learning, and that
they retain additional of the data they need
gathered for themselves.
96
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REFERENCES
American Library Association (1989). A progress report on
information literacy: An update on the ALA presidential
committee on information literacy: Final report, January 10,
1989, Washington, D.C.
Bavakutty, M. and Nasirudheen, T.P.O. (2008). Assessing
information literacy competency of research students in India:
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