INFORMATION

LITERACY
Information Literacy empowers people
in all walks of life to seek, evaluate,
use and create information effectively
to achieve their personal, social,
occupational and educational goal.
FINDING INFORMATION:
When you are finding
information, ask yourself what
you want to know and how you
might find it.
When using the internet to find
information, remember to use
safe search engines or websites
recommended by your teacher.
Information can also be
found in books. Visit the
library and search
for books on your topic.
You can also find
information from other
people. Talk to teachers,
librarians, or knowledgeable
people who can help you
find the information you
need.
 EVALUATING INFORMATION:

When evaluating information, consider the author and source:

Who wrote it? Is it someone we trust, like a scientist or an
expert?

Check for accuracy: is the information correct?

It is also important to check if the information is current, or is it

too old to be useful?

Does the information only show one side, or is it fair and

balanced?
USING INFORMATION:

Take notes: Write down important facts or

ideas in your own words.

Organize: Put your notes or information in

order, so it's easier to understand.

Share: Tell others what you've learned.

Respect: Give credit to the authors or sources

you used.
WHAT IS INFORMATION LITERACY?
Information literacy is the ability to find, evaluate, and use information effectively. Information
can come from books, websites, videos, podcasts and even other people.

Information literacy and lifelong learning have been described as the beacons of the information
society, illuminating the courses to development, prosperity and freedom.

Information-literate people are able to access information about their health, their environment,
their education and work, and to make critical decisions about their lives.
Information Literacy elements were defined by Bundy (2004)
under three main elements:

1. Generic Skills
a) Problem Solving
b) Collaboration
c) Team Work
d) Communication
e) Critical thinking
2. Information Skills
a) Information Seeking
b) Information Use
c) Information Technology Fluency
3. Values and beliefs
a) Using Information Wisely And Ethically
b) Social Responsibility & Community Participation
WHY IS INFORMATION LITERACY IMPORTANT?

Information literacy allows us to cope with the data smog, by equipping us

with the necessary skills to recognize when we need information, where to
locate it, and how to use it effectively and efficiently. Consequently it will help
decision making and productivity which is beneficial to the society.

Due to the information explosion and data smog all students and the society
face many difficulties to locate, evaluate, use, and communicate information.
Due to the expansion of internet services we receive a lot of information that
is not evaluated, unlike the printed sources. Hence the authenticity, validity,
and reliability of this information is in doubt.

Student centered, inquiry based, problem solving, and critical thinking

proactive learning environment with the help of information literacy skills, will
develop deep learners in the society. Furthermore, information skills are vital
to the success in education, occupation, and day to day communication of all
citizens.
 WHY IS INFORMATION LITERACY IMPORTANT?

Information literacy helps us learn new

things and become more knowledgeable.
It helps us be safe and avoid false or
misleading information.
We all have in- formation needs, and being able
to effectively identify and meet those needs is
at the core information literacy. Being able to
differentiate quality information from
questionable information is also critical.
 6 WAYS TO THINK ABOUT INFORMATION LITERACY

1. Authority Is Constructed and Contextual

Information resources reflect their creators’ expertise and credibility, and are evaluated based on the
information need and the context in which the information will be used. Authority is constructed in that
various communities may recognize different types of authority. It is contextual in that the information need
may help to determine the level of authority required.

2. Information Creation as a Process

Information in any format is produced to convey a message and is shared via a selected delivery method.
The iterative processes of researching, creating, revising, and disseminating information vary, and the
resulting product reflects these differences.

3. Information Has Value

Information possesses several dimensions of value, including as a commodity, as a means of education, as a
means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic
interests influence information production and dissemination.
 6 WAYS TO THINK ABOUT INFORMATION LITERACY

4. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose
answers in turn develop additional questions or lines of inquiry in any field.

5. Scholarship as Conversation
Communities of scholars, researchers, or professionals engage in sustained discourse with new
insights and discoveries occurring over time as a result of varied perspectives and interpretations.

6. Searching as Strategic Exploration

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of
information sources and the mental flexibility to pursue alternate avenues as new understanding
develops.
To be truly ‘Information Literate' requires that you
simultaneously develop:

• Awareness of how you engage with the digital world

• How you find meaning in the information you
discover
• How to articulate what kind of information you
require
• How to use information ethically
• Understand the role you can play in the
communication in your profession and
• How you evaluate information for credibility and
authority.
WHO NEEDS INFORMATION LITERACY?
Information literacy skills are helpful to every body, especially students, in order to
succeed academically and in their future job opportunities. Teachers and lecturers are
greatly in need of information literacy skills, in order to carry out their occupations
efficiently and successfully. Basically, everybody in the society is in need of information
literacy skills.

Information literate individuals improve the society's quality of life in general and
academically. Information literacy helps us in our day to day life such as buying a house,
choosing a school, making an investment, voting for the election, and many more.
Information literacy skills are of prime importance in order to achieve every body's
academic goals. Truly information literacy is the foundation of the democratic society.

A society that is capable to access, evaluate, use and communicate

information in an effective and efficient manner is called an information
literate society. When we educate our children with the necessary information
literacy skills, consequently, the society becomes information literate.
INFORMATION LITERACY AND HIGHER EDUCATION
Developing lifelong learners is central to the mission of higher education institutions. By
ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by
helping them construct a framework for learning how to learn, colleges and universities provide
the foundation for continued growth throughout their careers, as well as in their roles as informed
citizens and members of communities. Information literacy is a key component of, and contributor
to, lifelong learning.

Information literacy competency extends learning beyond formal

classroom settings and provides practice with self-directed
investigations as individuals move into internships, first professional
positions, and increasing responsibilities in all arenas of life. Because
information literacy augments students’ competency with evaluating,
managing, and using information, it is now considered by several
regional and discipline-based accreditation associations as a key
outcome for college students.
INFORMATION LITERACY AND HIGHER EDUCATION

For students not on traditional campuses, information resources are often available through
networks and other channels, and distributed learning technologies permit teaching and learning
to occur when the teacher and the student are not in the same place at the same time. The
challenge for those promoting information literacy in distance education courses is to develop a
comparable range of experiences in learning about information resources as are offered on
traditional campuses. Information literacy competencies for distance learning students should be
comparable to those for "on campus" students.

Incorporating information literacy across curricula, in all programs and services, and
throughout the administrative life of the university, requires the collaborative efforts of faculty,
librarians, and administrators. Through lectures and by leading discussions, faculty establishes
the context for learning. Faculty also inspire students to explore the unknown, offer guidance on
how best to fulfill information needs, and monitor students’ progress.
INFORMATION LITERACY AND HIGHER EDUCATION

Academic librarians coordinate the evaluation

and selection of intellectual resources for programs
and services; organize, and maintain collections and
many points of access to information; and provide
instruction to students and faculty who seek
information. Administrators create opportunities for
collaboration and staff development among faculty,
librarians, and other professionals who initiate
information literacy programs, lead in planning and
budgeting for those programs, and provide ongoing
resources to sustain them.