NATIONAL UNIVERSITY

OF
SCIENCE AND TECHNOLOGY

NAMES : Huggins Muzvuwe

STUDENT NUMBER : N02315924X

COURSE TITLE : INFORMATION LITERACY SKILLS

PROGRAMME : Biomedical Sciences

COURSE CODE : ILI 1111

LECTURER : Mr. T Man’ozho

DUE DATE : 03-15-2024

ASSIGNMENT QUESTION: Explain your understanding of this statement

“Information Literacy and lifelong learning have a strategic and mutually
strengthening relationship that is essential in the success of every individual,
organization, institution and society inside the global information system.”
Information literacy is no longer just a library issue. We are living in the information
age hence it is a critical issue for the twenty-first century, of keen importance to all
educational stakeholders, including administrators, faculties, librarians, media and
information technologists, assessment coordinators, faculty development directors,
service learning specialists, student affairs personnel, and career development
professionals. Information plays a vital role in all spheres of life in this technological
era. Nowadays, Information is available not only through libraries, but also in
community centers, internet, websites, blogs, social media, mobiles and many other
resources. Information comes to the users in unfiltered formats, and raising questions
about its authority, accuracy and reliability. The vast amount of information available
in different sources, pose many challenges to the users in understanding and
evaluating it. To get the right information at the right time from the abundance of
unclassified data or information, the users of the information must be information
literate. Information literacy is the basis for lifelong learning and to develop sense-
making ability among the users. The ability to procure and use information effectively
is a vital skill of the people. The information literate have an ability to take decisions,
solve their problems and know how to learn. Therefore, everyone needs to be trained
to be information competent. The information literacy skills help the information
worker to become a lifelong learner. Information literacy is concerned with teaching
and learning of the complete range of information sources and formats. It allows
information workers to express, to explore, to understand and to evaluate the flow of
ideas in an array of individuals and groups in this ever changing environment.
Information Literacy and lifelong learning have a strategic, mutually reinforcing
relationship with each other. Hence it is critical to the success of every individual,
organization, and nation-state in the global information society.

UNESCO sponsored meeting of Experts on Information Literacy in Prague defined,

“Information Literacy encompasses knowledge of one’s information concerns and
needs, and the ability to identify, locate, evaluate, organize and effectively create, use
and communicate information to address issues or problems at hand; it is a
prerequisite for participating effectively in the information society, and is part of the
basic human right of lifelong learning”. It also refers to an individuals' ability to think
critically and make balanced judgments about any information they find and use
(Charted Institute of Library and Information Professionals, 2018)). Information
literacy is not new to this age but has always been present ever since the beginning of
time and dates back to the nineteenth century, but the term information literacy firstly
appeared in print in a report by Paul G.Zurkowski in 1974. He used the term to define
and point out someone who possesses the skills and techniques that are used by an
information literate person. That was when it came to the realization by the public that
being information literate is important and up to this date, efforts are being made to
ensure everyone is information literate.

In the past information was only provided in print form hence ‘basic’ skills; reading,
writing, listening and speaking; were sufficient. Nowadays times have changed, we
are in the information age were information quickly loses its relevance and lifelong
success is impossible with information and skills gained in a certain period only. In
such an environment (information age), a qualified somebody then becomes one who
constantly improves and updates themselves, renewing their information and skills. In
other words information age requires someone who constantly improves themselves
and have ‘lifelong learning skills’.

Having mentioned of lifelong learning, it now means that the idea of using
information skills learned from childhood becomes irrelevant in the information age.
Much of this information won’t be accurate and helpful to them for the rest of their
life (Kesici, 2022). Lifelong learning then simply becomes a continuous process that
aims to develop or change the competencies that individuals have or want to have
throughout their lives. The competencies that one should have and constantly update
and or improve include communication, engineering, social, personal, mathematical,
science, digital, cultural awareness, entrepreneurship and expression competency
(Malykhin et al., 2022). With all these competences listed, one can clearly see that
they are a must have for someone in the information age, they can never be learned
over only one certain period but need a lifetime to master hence the term lifelong
learning. Lifelong learning requires one who is flexible and ready to adapt, ready for
any change and hardships in career and personal lives. The process of lifelong
learning affects psychologically and cognitively the success of an individual. It also
aims to continuously improve societies, by gaining these competencies to individuals
thus making information workers not only sufficient but also efficient in their
societies. Lifelong learning also provides equal opportunities to individuals by
eliminating restrictions such as gender, age, education level, socioeconomic status,
time and place (Yap and Tan, 2022). This simply shows that lifelong learning is for
everyone and has no restrictions to it, hence there are no excuses for one to become
information illiterate. If restriction were available in the lifelong learning process of
individuals this would mean only a certain group of individuals would be information
literate thus eliminating its relevance and its importance in the lives of people.

Information literacy and lifelong learning therefore have an unbreakable bond.

Lifelong learning involves acquiring the information literacy skills and information
literacy equips one with critical skills necessary for independent lifelong learning.
Individuals who possess information literacy skills are also considered to possess
lifelong learning skills. This strategic and mutually strengthening bond between
information literacy and lifelong learning is considered essential because it empowers
individuals to be active participants in information societies. It enables them to make
informed decisions critically analyze information, solve problems and effectively
communicate their ideas. Furthermore, organizations and institutions can benefit from
information literate individuals who possess these necessary skills to navigate
complex information environments, contribute to innovation and adapt to evolving
challenges. It also empowers individuals to critically evaluate sources, discern
credible information from misinformation and use the information ethically and
responsibly. Also helps an individual to remain relevant in their own field, enhance
their employ-ability and adaptation to the demands of the ever-evolving job market.
In other terms it enables dissemination and utilization of knowledge leading to
evolved societies.

Most of the individuals assume that computer ownership is being information literate
but in actual terms it is not but just a case of stereotyping. Someone might own a
computer but still manipulate data and or even create documents without showing
information literacy. (Shapiro and Hughes, 1996) recognize and point out the
differences between information literacy and computer use, noting, “Information and
computer literacy, in the conventional sense, are functionally valuable technical
skills.” Information literacy then encompasses more than just being able to switch the
computer on and off but involves a number of skills. These skills include identifying
the needed information, finding the information, evaluating the information found,
using the information and communicating the information. These are part of the skills
that bring success in school, work, everyday life (society) and empower one to
become a critical thinker, an independent learner and an informed citizen. The process
of information literacy does not only focus on the learning skills but also to derive
other meaningful skills.

In conclusion, information literacy skills and lifelong learning are an essential part in
an individual’s life. Not only do they play a part in helping to identify the problems
and making wise decisions to solve them but also in effective utilization and
allocation of resources. It is now the goal of education to raise individuals who are
able to enact in lifelong learning independently. Obligatory education process has
become mandatory to educate people to be able to reach information that meets their
requirements, evaluate this information and use it effectively (information literate).
This prepares the individual for any change that may happen, that they are then able to
identify and solve the problem faced and even better the society or organization whilst
implementing the solution. In another study which correlates information literacy and
lifelong learning there’s a statement as follows “The successful individuals of the
future will be the individuals who are able to access information; who can use
technology in accessing information; who can solve problems; and who can learn on
their own. Information societies need individuals who are skilled at lifelong learning.
Every student or individual who is raised in the information age is ought to have the
basic skill of learning to learn, that is to access the constantly changing information
from various sources, to evaluate and use this information.” (B Kkoyunlu, 2001).
Hence all of the skills learned in information literacy and lifelong learning are
essential to every information worker.
References
Adams, D., Issues in Educational Research. 2007. Lifelong Learning Competencies
and Attributes: The Perceptons of Austarlian Secondary School Teachers, 17(2), pp.
149-160. ( Accessed 2 March 2024)

Doyle, C., 2017. Information Literacy in an information society: A concept for the
information age. [Online]
Available at: http://www.libraryinstruction.com/information-literacy
[Accessed 3 March 2024].

Kozikoglu, I. & Onur, Z., 2019. Predictors of Lifelong Learning: Information Literacy
and Academic Self-Efficacy. Cypriot Journal of Educational Sciences, 14(4), pp. 492-
506. (Accessed 2 March 2024)

Kumar, S. K. & Surendran, B., 2015. Information Literacy for Lifelong Learning.
International Journal and Inforation Studies, 5(2), pp. 1-8. (Accessed 2 March 2024)

Naik, M. M. & Padmini, 2014. Importance of information Literacy. Internationl

journal of digital Library Services, 4(3), p. 9. (Accessed 3 March 2024)

Saadia, H. & Naveed, M. A., 2024. Effect of Information Literacy on Lifelong

Learning, Creativity and Work Performance amoung Journalists. Online Information
Review, 48(2), pp. 257-276. (Accessed 2 March 2024)

Solmaz, D. Y., 2017. Relationship Between Lifelong Learning Levels and Infrmation
Literacy Skils in Teacher Candidates. Universal Journal of Educational Research, pp.
1-8. (Accessed 2 March 2024

Tekedere, H. & Goker, H., 2023. The Role of Online Information Searching
Strategies and Digital Literacy Levels in Predicting Students' Lifelong Competencies.
Participatory Educationl Research, 10(4), pp. 1-15. (Accessed 3 March 2024)

Wu, Y. D., 2006. Information Literacy and Lifelong Learning. Journal of Library and
Information Science, pp. 1-7. (Accessed 3 March 2024)