Margam Madhusudhan, PhD Associate Professor Department of Library & Inf. Sci., University of Delhi

Introduction Information literacy (IL) is the key competency for the information

age. IL is a way of learning that involves engaging with information to

foster critical thinking and problem solving that lead to independent and lifelong learning.

Information literacy is an umbrella term that encompasses several types of literacy.

An information literate individual recognizes that all types of literacy are important to be proficient in the skills required for each.

These skills often overlap and support each other.

“Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner" (CILIP, 2018).

IL- More Specifically: Determine the extent of information needed. Locate and evaluate information. Incorporate selected information into one’s knowledge base. Use information ethically, legally and with an understanding of

economic and social issues.

Information Literacy (IL)

An Information Literate Person is able to:

Recognize a need for information Determine the extent of information needed Access the needed information efficiently Evaluate the information and its sources Incorporate selected information into their knowledge base Use information effectively to accomplish a purpose Understand economic, legal, social and cultural issues in the use of

information Access and use information ethically and legally Classify, store, manipulate and redraft information collected or

generated Recognize information literacy as a prerequisite for lifelong

learning.

Source: ACRL, 2000

Categories of Information Literacy

Personal Context

• IL as Functional Literary

Information Provision Context

• IL as Provision

Academic Context

• IL as Lifelong Learning

Information Education Context

• IL as Education

Source: Susie Andretta, 2012

Associated with everyday

information goals.

Illustrates an increased complexity in the way

of IL is experienced through the expansion

of the relationships

It reflects the relationship between

the students and open-ended, complex

information goals.

Reflects the user-centered interaction

with open-ended information

Information Literacy : By Media

Information Literacy

ICT Literacy

Media Literacy Library

Literacy

Visual Literacy

Computer, Digital & Network

Source: Bawden, 2001

Visual literacy is a “group of vision competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences” (Trent Think Tank, 1989).

Visual literacy as a set of competencies that ‘enable a visually literate person to discriminate and interpret the visual actions, objects, and/or symbols, natural or man-made, that are encountered in the environment. Through the creative use of these competencies, we are able to communicate with others.

Visualization of information is different from but related to information literacy.

Visual literacy address knowing how to assess the value and credibility of images, a set of skills that has grown in importance in the digital environment.

Visual Literacy

Visual Literacy (2)

Visual literacy is the knowledge of the basic visual elements to understand the meaning and components of the image. It can be divided into three constructs: (i) Visual Learning, (ii) Visual Thinking, and (iii) Visual Communication.

According to Bawden (2001), “visual literacy means the skills and learning needed to view visual and audio/visual materials skeptically, critically, and knowledgeably.”

In simple words, 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.

This term is used to imply critical thinking in assessing information gained from the mass media like television, radio, newspapers and magazines, and (increasingly) the Internet.

It helps people understand, produce and negotiate meanings in a culture made up of powerful images, words and sounds.

Media literacy as “the ability to decode, analyze, evaluate, and produce communication in a variety of forms.” (Trent Think Tank, 1989).

According to Humes (2005), “Media literacy refers to critical thinking in assessing information made available through television, radio, newspapers, magazines and increasingly the Internet.”

Media literacy has an obvious overlap with more general concepts of information literacy, since the information gained from these sources often overlaps with, and complements, that from more formal library sources.

Media Literacy

Media literate means… Person has the ability to: - assess the credibility of information received as well as the

credibility of the information sources; - recognize metaphor and uses of symbols in entertainment,

advertising, and political commentary; - discern between appeals to emotion and logic, and - sensitive to verbal as well as visual arguments; - use critical faculties to assess the truth of information leaned

from various sources.

(Source: Information Competence Project at California Polytechnic State University)

ICT literacy = Information literacy + Digital environments

“ICT literacy is the interest, attitude, ability of individuals to

appropriately use digital technology and communication tools to access, mange, integrate, evaluate information, construct new knowledge and communication with others in order to participate effectively in society” (Van, 2004).

ICT literacy as having two clear components skills in the use of tools, which is regarded as very useful but extremely limited, and an understanding of how the technological world works.

However, in practice the terms have been used largely Synonymously-certainly so in a library/information Context-to indicate a set of basic competencies with computer and telecommunication systems.

ICT Literacy

Computer literacy involves a basic understanding about the functioning of the computer and how it can be applied to complete

a specific task. This translates to an introduction to the skills required to operate a

variety of computer applications packages - word processing, databases, spreadsheets, etc.

Computer literacy components includes : Together with some general IT skills, such as copying disks and

generating hard-copy printout. Difference between computer hardware and software Types of Software Information out devices Operating systems Utility software Application software Shareware and freeware , etc.

Computer Literacy

Digital Literacy Digital literacy (DL) is “the ability to understand and use

information in multiple formats from a vide variety of sources when it is presented via computers” (Gilster, 1997).

It was more about literacy in the digital age. Digital literacy considers broad range of resources that are

accessible online and underscores the importance of looking at each of the resources with a critical eye; ability to appreciate the potential of ICT to support innovation in industrial, business and creative processes.

DL has also been described as merely the ability to perform IL tasks within a digital environment (Weetman DaCosta, 2011).

In simple words, Digital literacy is the knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, laptops and desktop PCs, all of which are seen as network rather than computing devices.

Network Literacy: database searching Closely related to computer literacy is network literacy, a term

that is still evolving. To locate, access, and use information in a networked environment:

Network literacy: database searching components includes : What is a database? Types of databases – bibliographic, full-text, multi-media, etc. Choosing a database Effective search strategies: using Boolean, wildcard,

truncation, bound phrase, Other database features Evaluation of online information sources Criteria for evaluating online information sources

Network Literacy: the Internet and WWW

Network literacy: Internet and WWW components includes : What is Internet? Computer connectivity: Client server Domain name system (DNS) What is the World Wide Web? What is Web 2.0 and Web 3.0 (Semantic web)? Navigational tools: - Search engines - Web directories - Subject Gateways Difference between Web directories and search engines Evaluation of Navigational tools

Network literate person…

Has an awareness of the range of users of global networked information resources and services;

Has an understanding of the system by which networked information is generated and made available;

Can retrieve specific types of information from the network using range of information discovery tools;

Can manipulate networked information by combining it with other resources, enhancing it or otherwise increasing the value of information for practical situation;

Can use networked information to analyze and resolve both work and personal decisions and obtain services that will enhance their overall quality of life;

Has an understanding of the role and uses of networked information in problem solving and performing basic life activities.

(Source: McClure, 1993)

Library literacy is often taken as synonymous with 'bibliographic instruction', library skills, and the like.

It was alternatives to IL to best describe the newer type of formal instruction in library, and other, information resources.

Library literacy 'not as the presence or absence of skills, but as progressive stages...the library literate can follow a systematic path or search strategy to locate texts and evaluate the relevance of the information (Gilton, 1994).

In simple words, Library literacy relates to competencies in the use of library resources and services.

Library Literacy

Library Literacy (2) Library literacy components includes : Information source types: - Primary source information is original, first-hand information, direct and

reliable - Secondary information is information that is filtered or interpreted. - Tertiary, or third hand information, contains little or no information but points

or leads to sources of information. Reference source – may have entries arranged in alphabetical order. Reference books are usually either secondary or tertiary sources and many

sources are available in print and online. The value of using reference resources in a library is that they are evaluated by librarians and subject specialists who choose quality, reliable reference resources for their patrons.

Types of reference sources: Almanac, Directory, Annual/yearbook, Handbook/manual, Biographical dictionary, Dictionary/glossary, Encyclopedia, Atlas/gazetteer, Guidebook, Bibliography, Subject bibliography, Index/abstracts, Concordance, Discography, Filmography, etc.

Arrangement of Information sources: by format or type then by size or subject Classified and catalogued Resources: OPACs, Classification systems (DDC, CC ,

UDC) Search for materials in a library or archive.

• the individual can find books in a catalogue and on the shelf, and find articles in simple readers' guides.

• the individual can follow systematic search strategy to locate and evaluate the most relevant information on a given topic.

• the individual cannot find a book on the shelf without assistance.

• understands patterns of communication and publication and is able to generalize and modify a search strategy to meet a variety of information needs.

Library fluent

Pre-library literacy (library

illiteracy

Semi-library literacy

Library literate

Stages of Library Literacy

Information Literacy : By Contents

Information Literacy Resource

Literacy

Tool Literacy

Socio Structural Literacy

Research Literacy

Publishing Literacy

Emerging Technology

Literacy

Critical Literacy

Tool Literacy Tool literacy, or the ability to understand and use the practical

and conceptual tools of current information technology, including software, hardware and multimedia, that are relevant to education and the areas of work and professional life that the individual expects to inhabit.

This can be taken to include the basics of computer and network applications as well as fundamental concepts of algorithms, data structures, and network topologies and protocols.

In simple words, ability to understand & use & conceptual tools of current IT relevant to education.

And understand and use the practical and conceptual tools of current IT relevant to education and areas of work and professional life.

Resource Literacy Resource literacy, or the ability to understand the

form, format, location and access methods of information resources, especially daily expanding networked information resources.

This is practically identical with librarians' conceptions of information literacy, and includes concepts of the classification and organization of such resources.

In simple words, understand the form, format, location and access methods of information resources, especially networked resources.

Social-Structural Literacy Social-structural literacy, or knowing that and how information

is socially situated and produced. This means knowing about how information fits into the life of

groups; about the institutions and social networks - such as the universities, libraries, researcher communities, corporations, government agencies, community groups -that create and organize information and knowledge; and the social processes through which it is generated - such as the trajectory of publication of scholarly articles (peer review, etc.), the relationship between a Listserv and a shared interest group, or the audience served by a specialized library or Web site.

In simple words, knowing that and how information is socially situated and produced.

Research Literacy

Research literacy, or the ability to understand and use the IT-based tools relevant to the work of today's researcher and scholar.

For those in graduate education, this would include discipline-related computer software for quantitative analysis, qualitative analysis and simulation, as well as an understanding of the conceptual and analytical limitations of such software.

In simple words, understand the IT based tools relevant to the work of today’s researcher.

Publishing Literacy Publishing literacy, or the ability to format and publish

research and ideas electronically, in textual and multimedia forms (including via World Wide Web, electronic mail and distribution lists, and CD-ROMs), to introduce them into the electronic public realm and the electronic community of scholars.

Writing is always shaped by its tools and its audience. Computer tools and network audiences represent genuine changes in writing itself.

In simple words, ability to format and publish research and ideas electronically in textual and multimedia formats.

Emerging technology literacy Emerging technology literacy, or the ability to ongoing adapt

to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.

Clearly this includes understanding of the human, organizational and social context of technologies as well as criteria for their evaluation.

In simple words, ability to adapt, understand, evaluate and make use of innovations in IT.

Critical literacy Critical literacy is the ability to evaluate critically the intellectual, human and

social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.

This would need to include a historical perspective (e.g. the connection between algorithmic thinking, formalization in mathematics, and the development of Western science and rationality and their limits);

a philosophical perspective (current debates in the philosophy of technology, the critique of instrumental reason, the possibility and nature of artificial intelligence);

A sociopolitical perspective (e.g. the impact of information technology on work, public policy issues in the development of a global information infrastructure); and

A cultural perspective (e.g. current discussions of the virtual body and of the definition of human being as an information-processing machine).

In simple words, ability to evaluate critically the intellectual, human and social strengths and weaknesses, potential and limits, benefits and costs of IT.

Cultural Literacy Culture, the shared beliefs and practices of a people, is passed down

from generation to generation. Cultural literacy begins with an awareness of one’s own history and

culture. It’s vital to understand how your culture influence how you relate to

technology. Keeping up with a the cultures and subcultures in the world is a

monumental task, and nearly impossible for an individual to do. It is more realistic to focus on learning the basic traits of large, main

cultures and then research for more details on specific cultures or subcultures as one’s world view broadens.

Keep track of current events-local, national, and global Be aware of the current trends in technology, entertainment, and

literature Take the time to read or research about cultures with which one is

unfamiliar.

Ethical Literacy Academic faculty and students are required to follow an ethical code of

academic conduct, the basics of which are mutual respect, honesty, and integrity.

Ethical literacy components includes : Copyright and Plagiarism - Fair use and fair dealing - How to cite sources properly? - What is considered as Plagiarism? - Basic Reasons for Plagiarism and Types of Plagiarism - UGC Promotion of Academic Integrity and

Prevention of Plagiarism in Higher Educational Institutions Regulations, 2018 - Penalties for Students & Faculty members - Legal Repercussions of Plagiarism - How to avoid Plagiarism in academic writing? - Effective use of Plagiarism Detection Tools

Conclusion Information literacy is the key competency for the information age and

created more in depth guidance on the skills required to be information literate.

Literacy creates the conditions for the acquisition of critical consciousness of the contradictions of society.

The increase in student population, coupled with rapid advances in ICT, has necessitated changes in Information literacy programmes. Therefore, while the definition of IL is still accurate, the ways in which it is accessed and used have changed drastically.

The focus of teaching IL skills, then, needs to be not only finding needed information, but especially on evaluating the content and the creators of online digital content for accuracy and currency.

Hence, the librarians need to team up with other professionals to follow new and effective methods to supplement traditional methods of IL programmes and acknowledges that the interpretation of IL varies considerably, from the attainment of computer literacy to the development of library skills, and it also includes the control of information and the establishment of knowledge contruction.

References ACRL. 2000. “The Information Literacy Competency Standards for Higher Education.”

American Library Association / Association of College and Research Libraries. Accessed 20 April, 2020. http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf.

Andretta, Susie. (2012). Ways of Experiencing Information Literacy Making the case for a relational approach .Oxford : Chandos Publishing, 220p.

Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of Documentation, 57 (2): 218-259.

Bruce, C. (1997). The seven faces of information literacy. Adelaide: Auslib press. Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of

Documentation, 57 (2), 218 – 259. Chartered Institute of Library Information Professionals (CILIP). Definitions, 2018.

Available online at https://infolit.org.uk/definitions-models/ (Accessed on 20 March 2020).

Gilster, P. (1997). Digital Literacy, New York: Joh Wiley. Gilton, Donna L. A. (1994). World of difference: preparing for information literacy

instruction for diverse groups. Multicultural Review, 3 (3), 38-35. Humes, Barbara (2005). Understanding information literacy. Available online:

http://www.libraryinstruction.comIinfolit.html accessed on 20 April, 2020.

International Visual Literacy Association, ‘What is Visual Literacy?’ at http://www.ivla.org/org_what_vs_lit_html (Accessed on 20 April 2020).

Information Competence Project at California Polytechnic State University. McClure, C.R.(1994), Network Literacy: A Role for Libraries?, Information

Technology and Libraries, Vol.13 (2), available online at: https://www.questia.com/library/journal/1G1-15570508/network-literacy-a-role-

for-libraries (Accessed on 20 April 2020). Shapiro, Jeremy J. and Hughes, Shelley K. (1996). “Information literacy as a liberal

art. Educom Review 31(2). Available online at http://www.educause.edu/pub/er/review/reviewArticles/31231.htm (Accessed on 20 April 2020).

Shapiro, Jeremy J. and Hughes, Shelley K. (1996). “Information literacy as a liberal art. Educom Review 31(2). Available online at http://www.educause.edu/pub/er/review/reviewArticles/31231.htm (Accessed on 20 April 2020).

Trend Think Tank on Media Literacy, Ontario, Canada, 1989. Van, W J (2004). The PISA framework for assessment of ICT literacy. PowerPoint

presentation (PPT's) (Accessed on 20 April 2020). Weetman DaCosta, J. (2011). Information Literacy in the Digital Environment. In

Dale, P.Beard, J. and Holland, M. (eds), University Libraries and Digital Learning Environments, Ashgate.

Welsh, T.S and Wright, M.S. “Information Literacy in the Digital Age.” Oxford: Chandos,2010.

References (2)

Acknowledgements

Thanks to all the authors/universities/websites/ Libraries, whose original works are used in the form of references, images, and screenshots in this presentation for a better understanding of the users and also for academic purpose only.