Information literacy:

Abstract

In this article the authors argue that progress in the development of information literacy (IL) has been hindered by tendencies such as: denying that information literacy is even a subject, paying exclusive attention to forces outside the discipline and forming information literacy silos. The authors start by reflecting on formative developments in information literacy outside North America in the late 1990s-early 2000s, and noting that IL has not evolved from that period as much as one might expect. They identify hindrances to information literacy’s formation as a discipline, and relate their discussion to changing notions of disciplinarity. The authors present ‘Information Literacy in the lifecourse’ as an example focus which could stimulate engagement from researchers and practitioners who are currently situated in different information literacy silos. They conclude that taking a disciplinary and lifecourse approach to information literacy would open up opportunities for working in a collegiate way, both within the information literacy community and with those outside it, and provide a more robust foundation for influencing policy.

What academics really think about information literacy

“…Leckie and Fullerton (1999) found a need to deliver library research instruction within the discipline-setting for it to be successful. Johnston and Webber (2006) proposed IL as a separate, soft, applied discipline in its own right, with a wider brief covering citizenship, economy and employability (Webber & Johnston, 2017). Farrell and Badke (2015) documented this tension of librarians decontextualising IL and presenting it back to academics as generic IL instruction, which fails to fit with academics' perception of IL, and uses an alien language.…”

An elephant in the room?

“…This has consequences for those who do not participate in higher education (HE), as it may limit their opportunity for IL development (Bradley, 2013). Recent literature, however, displays a growing interest in IL within the workplace and communities, and in the need for a more holistic vision of IL (Webber & Johnston, 2017). This reinforces the move away from the skills focus of the earlier education models towards a broader, more flexible understanding of IL and the resources and practices that make up an information literate individual or community (Bawden, 2001;Crawford & Irving, 2011).This highlights the social aspects of IL and the recognition of the practices, people, and interactions that make up 'information landscapes' (Lloyd, 2010;2017): interactive, social and contextual spaces through which members navigate.…”

“…Bundy urges professional library organisations to reach agreement on 'the terminology, definition, standards for, assessment of, and importance of information literacy' (Bundy, 2002, p.133), while Webber and Johnston advocate for the recognition of IL as a discipline (Webber & Johnston, 2017). This would promote a common understanding, enabling a clearer and stronger message about IL's importance (Bradley, 2013;Bundy, 2002;Webber & Johnston, 2017). Since the Alexandria Proclamation (Garner, 2006), the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) has focused on 'media and information literacy' (UNESCO, 2016) with a focus on the role of education, rather than libraries, in delivering this.…”

“…This point is echoed by those arguing for the development of local, national and international government policy on IL. The concept is currently poorly understood by those in power (Crawford & Irving, 2011) and thus rarely included in the development of policy (Crawford, 2013b;Horton, 2007;Webber & Johnston, 2017). However, IL 'must be cast in quite explicit and concrete terms' (Horton, 2002, p.16) to ensure that citizens are able to successfully navigate information and participate in modern life (Horton, 2002).…”

Seven pillars and five minds: small business workplace information literacy

“…Ultimately to understand the transferability of IL the way IL 39 manifests in different environments needs to be understood. (Webber and Johnston, 2017). 40 Forster (2017) Williams (2003) found SMEs can lack the expertise to conduct effective research: with limited 59 awareness of information sources and ability to evaluate and understand information.…”