Information literacy: a definition
There are many different definitions of information literacy. In 2008, the Working Group on Information Literacy recommended that Irish practitioners use the CILIP definition. The CILIP definition for information literacy is:
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
This definition implies several skills. We believe that theskills (or competencies) that are required to be
information literate required an understanding of:
Information literacy: a framework
A quick scan of the internet will reveal a variety of frameworks, models and curricula used by information literacy practitioners. Again, in 2008 the Working Group on Information Literacy selected one framework to recommend to Irish practitioners; it is the ANZIIL Framework.
Standard one
The information literate person recognises the need for information and determines the nature and extent of the information needed
Standard two
The information literate person finds needed information effectively and efficiently
Standard three
The information literacy person critically evaluates information and the information seeking process
Standard four
The information literate person manages information collected or generated
Standard five
The information literate person applies prior and new information to construct new concepts or create new understandings
Standard six
The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal and social issues around the use of information
A detailed description of the ANZIIL Framework can be found here: http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf
Case study
Thomas Major works in the library of a busy regional hospital. He has two part time colleagues, and he has worked in the library for nearly 9 years. In recent times, he has noticed an increase in the use of online resources. When library users ask for assistance, they usually require similiar types of information. For instance, they may require a description of an illness, how to access an online form, the meaning of a medical term etc. Thomas is adept at providing this type of information.
However, occasionally users request assistance with more complex queries. He has been asked about whether certain instances constitute plagiarism or how to cite some new types of media. Thomas would like to learn how to respond to this new category of queries.
Next steps
(1) Familiarise yourself with the CILIP definition of information literacy and the ANZIIL Framework for Information Literacy. The Irish Working Group on Information Literacy has selected this definition and framework because:
... They are broad enough to be used by libraries from all sectors, e.g. public libraries, school libraries,
health libraries etc.
... Sharing a common understanding of information literacy will help Irish library staff to communicate and
collaborate with one another
... Working within a framework allows practitioners to understand and meet the various needs of their users
(2) Read about the ANZIIL Framework for Information Literacy and consider how each of the standards could apply to the users of your library: http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf
Information literacy: a universal logo
Did you know that there is a universal logo for information literacy? IFLA, the International Federation of Library Associations, created this logo; it is used worldwide to identify information literacy initiatives in a variety of countries and
languages. You can learn how to add the logo to your information literacy resources here: http://www.infolitglobal.info/logo/en/home
There are many different definitions of information literacy. In 2008, the Working Group on Information Literacy recommended that Irish practitioners use the CILIP definition. The CILIP definition for information literacy is:
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
This definition implies several skills. We believe that theskills (or competencies) that are required to be
information literate required an understanding of:
- A need for information
- The resources available
- How to find information
- The need to evaluate results
- How to work with or exploit results
- Ethics and responsibility of use
- How to communicate or share your findings
- How to manage your findings
Information literacy: a framework
A quick scan of the internet will reveal a variety of frameworks, models and curricula used by information literacy practitioners. Again, in 2008 the Working Group on Information Literacy selected one framework to recommend to Irish practitioners; it is the ANZIIL Framework.
Standard one
The information literate person recognises the need for information and determines the nature and extent of the information needed
Standard two
The information literate person finds needed information effectively and efficiently
Standard three
The information literacy person critically evaluates information and the information seeking process
Standard four
The information literate person manages information collected or generated
Standard five
The information literate person applies prior and new information to construct new concepts or create new understandings
Standard six
The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal and social issues around the use of information
A detailed description of the ANZIIL Framework can be found here: http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf
Case study
Thomas Major works in the library of a busy regional hospital. He has two part time colleagues, and he has worked in the library for nearly 9 years. In recent times, he has noticed an increase in the use of online resources. When library users ask for assistance, they usually require similiar types of information. For instance, they may require a description of an illness, how to access an online form, the meaning of a medical term etc. Thomas is adept at providing this type of information.
However, occasionally users request assistance with more complex queries. He has been asked about whether certain instances constitute plagiarism or how to cite some new types of media. Thomas would like to learn how to respond to this new category of queries.
Next steps
(1) Familiarise yourself with the CILIP definition of information literacy and the ANZIIL Framework for Information Literacy. The Irish Working Group on Information Literacy has selected this definition and framework because:
... They are broad enough to be used by libraries from all sectors, e.g. public libraries, school libraries,
health libraries etc.
... Sharing a common understanding of information literacy will help Irish library staff to communicate and
collaborate with one another
... Working within a framework allows practitioners to understand and meet the various needs of their users
(2) Read about the ANZIIL Framework for Information Literacy and consider how each of the standards could apply to the users of your library: http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf
Information literacy: a universal logo
Did you know that there is a universal logo for information literacy? IFLA, the International Federation of Library Associations, created this logo; it is used worldwide to identify information literacy initiatives in a variety of countries and
languages. You can learn how to add the logo to your information literacy resources here: http://www.infolitglobal.info/logo/en/home