Information Literacy: Essential Skills for the Information Age

DESIDOC Journal of Library & Information Technology, Vol. 28, No. 2, March 2008, pp. 39-47 © 2008, DESIDOC Information Literacy: Essential Skills for the Information Age Michael B. Eisenberg The Information School of the University of Washington Roosevelt Commons Building, 4th Floor Box 352840, Seattle, WA 98195-2840 E-mail: http://www.ischool.washington.edu/mbe ABSTRACT Information literacy (IL) is the set of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need. IL skills are the necessary tools that help us successfully navigate the present and future landscape of information. Information and technology affects every person in every possible setting—work, education, recreation. This paper offers an overview of IL focusing on three contexts for successful IL learning and teaching: (i) the information process itself, (ii) technology in context, and (iii) implementation through real needs in real situations. The author covers conceptual understandings of IL, the range of IL standards and models, technology within the IL framework, and practical strategies for effective IL skills learning and instruction in a range of situations. Keywords: IL, Big6, information problem-solving, critical thinking, information technology, research skills, information skills, information process, technology skills. 1. INFORMATION LITERACY AND CONTEXT Information and technology literacy is clearly the “basic skills set of the 21st century.” This is widely recognised and accepted for all types of workers—entry level to top executives. For example, in 1991 the US Department of Labor’s SCANS report stated that competencies for all entry level employees must include the ability to: (i) acquire and use information, and (ii) work with a variety of technologies.1 This is information and technology literacy for all. On the top-end, Peter Drucker, well-known management guru stated that “executives have become computer-literate...but not many executives are information literate”. 2 Drucker is saying that being able to use computers is not enough. Executives must be able to apply computer skills to real situations and needs. Executives must be able to identify DESIDOC Jl. Lib. Inf. Technol., 2008, 28(2) information problems and be able to locate, use, synthesise, and evaluate information in relation to those problems. Information and technology affects every person in every possible setting—education, public service, and business. Education is fundamentally informationbased. That is, every aspect of learning and teaching requires the gathering, processing, and communication of information. In the past in education, there was a reliance on one primary information resource: the textbook. But this is rapidly changing due in large part to the explosion in information technology and networked information. The same is true in public service—citizens are increasingly turning to webbased, electronic sources and services for information. And, today’s successful companies are those that focus on meaningful uses of information and technology and hire employees who are able to apply technology to a range of situations.IL services and instruction 39 are essential components of every 21st Century library and information program. Whether offering direct instruction to users, providing skills-based help functions on websites, delivering one-on-one (physical or virtual) assistance, or even providing meaningful signage in a physical setting, every information and library situation requires helping users to succeed through improving their information skills or understandings. The purpose of any library or information organisation is to meet the information needs of its users. IL, by ensuring that users are effective in seeking and using information, is an important part of fulfilling this purpose. This paper offers specific conceptual and practical strategies for effective IL skills instruction. In real estate, they talk about the three key elements: location, location, and location. In education, we can say a similar thing about implementing a meaningful IL program: context, context, and context. There are three essential contexts for successful IL learning and teaching: ± The information process itself ± Technology in context ± Real needs—either work, educational, or personal. These contexts are essential for effective IL programs at any level or with any age group. The process provides a structure for applying skills that can seem disconnected; technology within the process gives focus and flexibility; and real needs makes IL relevant and transferable. Individually, when users are working on a problem, it’s easy to get lost or confused. People are in a much better position to succeed if, at any point in time, they can identify where they are in terms of the three contexts: Where are they in the information problem-solving process? How does technology boost their capabilities in terms of specific information skills? What is the professional or personal need being addressed? The remainder of this paper will consider IL within each of these contexts in more detail. 2. CONTEXT #1: THE PROCESS Information is a pervasive and essential part of our society and our lives. Humans are, at their essence, processors and users of information. This is not a recent development. Humans have always 40 been dependent upon information to help them make decisions and guide their actions. Increases in the sheer volume of information and the complexity of information systems, have come about largely because of advances in information technology and the accelerated rate at which we live our lives.IL is the set of skills and knowledge that not only allows us to find, evaluate, and use the information we need, but perhaps more importantly, allows us to filter out the information we don’t need. IL skills are the necessary tools that help us successfully navigate the present and future landscape of information. There are a number of different information skills standards and models that seek to explain the scope of IL including: ± Carol Kuhlthau’s information search process 3 ± The Big6 approach of Eisenberg and Berkowitz4 ± AASL/AECT IL Standards 5 ± ACRL IL Competency Standards for Higher Education. 6 Figure 1 is an updated version of various charts authored by Eisenberg and others7,8 comparing these models of IL that were developed through research, practice, and committee, respectively. This sideby-side view of IL models shows that there are many similarities among them. In fact, there is more agreement than disagreement among the models, as is true of IL research itself. For example, the driving force behind almost all of the models, and many of the findings, is “process”—the understanding that information skills are not isolated incidents, but rather are connected activities that encompass a way of thinking about and using i (...truncated)