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INFORMATION LITERACY: AN OVERVIEW

Conference Paper · August 2018

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 INFORMATION LITERACY: AN OVERVIEW
K. Ayyanar & Dr. A. Thirunavukkarasu
Abstract
Information literacy can play a vital role in educating the users of libraries on various
information documentary resources, where to start searching for information, what, where and
how to access them and compare retrieved information and how to communicate their
information. Information literacy is importance particularly in this age because it allows us to
cope by giving us the skills to know when we need information and where to locate it effectively
and efficiently. The present study discussed that objective of information literacy, development of
the concept, assessment of information literacy and information literacy models.

INTRODUCATION

The technology word depends upon the information for social, economic, scientific,
technological and industrial development. The problem of information used to be scarcity of
information but in the present century it has become abundance of information. Information
literacy is the surest way of helping solve the problem of choosing the right information form the
abundance of information from various media. In the recent decades have been termed as the
“information age” and the early twenty-first century has given rise to the “knowledge age” with
the awareness that information in itself cannot solve problems; it is the effective use of
information that promises solutions, therefore people need to be information literate.

INFORMATION LITERACY

Information technology and information literacy are related terms. Information

technology helps a person to achieve a wide variety of work-related and personal goals. But
information literacy focuses on content searching, analysis, evaluation and communication. The
American library association defines information literacy as “the set of skills needed to find,
retrieve, analyze, and use information”. Information literacy: a mean to “empower people in all
walks of life to seek, evaluate, use and create information effectively to achieve their personal,
social, occupational and educational”.(Horton & UNESCO, 2008, p18).
 The advent of information and communication Technology (ICT) has accelerated the
development and innovation of new systems and methods of information collection, storage and
retrieval, At present we have digital and virtual libraries. Librarian is now a provider of
information. Timely updation of skills and techniques forms the need of the age. Librarian is
facing so many challenges in order to be accurate and effective. They have to acquire
information literacy skills to survive in the new environment. The American Library Association
defines such people as those who: “recognize, when information is needed and have the ability to
locate, evaluate and use effectively the information needed… Ultimately information literate
people are those who have learned how to learn. They know how to learn because they know
how information is organized, how to find information and how to use information in such a way
that others can learn from them”. Information literate people are prepared for lifelong learning”.
(ALA, 1989).

DIFINITIONS OF INFORMATION LITERACY

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.

The American Library Association’s (ALA) presidential committee on information literacy, final
report states, “To be information literate, a person must be able to recognize when information is
needed and have the ability to locate, evaluate, and use effectively the needed information”.
OBJECTIVES OF INFORMATION LITERACY

Within the frame of the United Nations Literacy Decades (2003-2012) the new
information literacy program of UNESCO was launched during 2004-2005. This programme is
supervised by the information society division (Communication and information sector) in close
co-operation with the education sector and the field offices. The general objectives are;

❖ To foster the development of information literate citizen with the technical and
critical thinking skills and abilities needed to identify, acquire, manage and use
information to enrich all aspects of their work and personal lives.

❖ To identify and encourage effective practices in information literacy around the

world.

❖ To promote information literacy through regional approaches and to facilitate

exchanges.

❖ To propose innovation curricula about information literacy.

❖ To improve co-operation between government officials, researchers, Educators,

librarians and media practitioners.

TYPES OF INFORMATION LITERACY:

1. Computer Literacy:

Computer is a tool that facilitates and extends our abilities to learn and process information.
Computer literacy is generally thought of as familiarity with the personal computer and the
ability to create and manipulate documents and data via word processing spread sheets
databases and other software tools (ACRL,2000) 16.

Computer literacy is too modest a goal in the context of rapid change the information
technology is undergoing. As technology changes by leaps and bounds, existing skills become
antiquated and there is no migration path to new skills.
2. Network Literacy:

It is a closely related term to computer literacy, but is still evolving. Network literacy is the
ability to locate, access, and use information in a networked environment such as World Wide
Web (ACRL, 2000)17. A network literate is the one who

❖ Has an awareness of the range and use of global networked information resources
and services.
❖ Has an understanding of the system by which networked information is generated,
managed and made available.
❖ Can retrieve specific types of information from the network by using a range of
information discovery tools.

3. Digital Literacy:
Digital literacy is the ability to understand and use information in Multiple formats from
a wide range of sources when it presented via computers. Digital literacy enables to critically
examine the wide range of resources that are accessible through on-line (ACRL, 2000)18.
Digital literacy is the awareness, attitude and ability of individuals to appropriately use
digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize
digital resources, construct new knowledge, create media expressions, and communicate with
others, in the context of specific life situations, in order to enable constructive social action; and
to reflect upon this process.

4. Visual Literacy:
Visual literacy is defined as the ability to understand and use images, including the ability to
think, learn and express oneself in terms of images (ACRL,2000)19. It is divided in to three
constructs visual learning, visual thinking and visual communication. Visual learning refers to
the acquisition and construction of knowledge as a result of interaction with visual phenomenon.
Visual thinking involves the ability to organize mental images around shapes, lines colors
textures and compositions. Visual communication is defined as using visual symbols to express
ideas and convey meaning. Visual thinking and visual learning may come more easily than
visual communication.
5. Media Literacy:
Media literacy is the ability of a citizen to access, analyse and produce information for
specific outcomes (ACRL, 2000)20. Those who advocate media literacy recognize the influence
television, motion pictures, radio, recorded music, newspapers and magazines have on us daily.
Both fictional and non-fictional media provide information, help organize information and
Ideas help create, reinforce and modify values and attitudes, help shape expectations and provide
models for action. By developing lessons organized around these five assumptions, teachers can
help students to be critical viewers and listeners who realize that all media are constructions that
contain implicit messages.

THE NEED OF INFORMATION LITERACY

Information literacy is critically important need because we are surrounded by a growing

ocean of information in all formats. Not all information is created equal: some is authoritative,
current, reliable, but some is biased, out date, misleading, and false. The amount of information
available keeps on increasing. The need for information literacy is due to the following reasons.

❖ Advent of information and communication sources.

❖ Vast variety of information sources.

❖ Changing shape of libraries.

❖ Wide dispersal of information.

❖ Increase in number of users.

❖ Research on complex and interdisciplinary topics.

INFORMATION LITERACY IS A LIFELONG LEARNING

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 I 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 and

❖ Understand the economic, legal, and social issues surrounding the use of
information, and access and use information ethically and legally.

CONCLUSION

Librarians play a vital, and evolving, role in collaborating with faculty to implement the
changes necessary for an effective information literacy curriculum. The library recognizes that
successful teaching if an information literacy skill requires a campus wide partnership which
combines the expertise of library staff, academic staff and other teaching and learning support
services. Collaboration is essential to ensure that information literacy skills are embedded the
university curriculum at every level and in every academic course. Many library educators
believe that information literacy should not be limited to one age group or one educations level.
Information literacy makes students to reach their objectives, expand their capability, and pay
multi-disciplinary role in the diverse society.

References

➢ Literacy standards for higher education and objectives for information literacy
instruction: A models statement for academic libraries. Retrieved from ALA:
http://www.ala.org/ACRLPrinter Template.cfm?Section=acrlstandards&Template=/C.

➢ Eisenberg, M., & Berkowitz. (1990). A Big6 Skills Overview. Retrieved form Big6:
http://www.big6.com/showarticle.php?id=16.

➢ http://www.internetworldstats.com/links10.htm

➢ http://publications.drdo.gov.in/ojs/index.php/djlit/article/viewFile/169/80

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