Information literacy and consciousness

Abstract

PurposeWhile there is a huge literature devoted to information literacy (IL), much of which is devoted to course or content design and some sort of assessment. What is presented in this paper is the proposition that the design of IL would benefit greatly by the infusion of the development of consciousness and conscious states. The understanding of consciousness and its place in the absorption of information, and ultimately, knowledge growth is presented.Design/methodology/approachReviews of information literacy (brief) and consciousness (more extensive) are applied to the proposition that consciousness is an essential element of successful information literacy instruction. The reviews are of a critical nature.FindingsConsciousness and its complexity are explicated to a considerable extent. While there are somewhat varied conceptions of consciousness, a relatively unified definition is suggested. The complexities of consciousness and its development render students more able to explicate the agreements and disagreements in the information landscape. In short, a developed consciousness among students makes for more critical approaches to difficult informational events. Then, the connections between IL and consciousness, which includes the awareness of informational states, conclude the paper.Research limitations/implicationsThis paper offers a new mode for an inquiry into the content and structure of information literacy instruction.Originality/valueThe paper adds a heretofore unattended condition for success in information literacy for instructors and students.