The complete information literacy? Unforgetting creation and organization of information

Abstract

Even though the concept of information literacy typically embraces an idea of a complete participation in an information community, its definitions have tended to underline the phases of seeking, searching and evaluation instead of creating information. Shortcomings of information creation can, however, explain many of the difficulties of finding information. This article develops the notion of information literacy with a specific focus on integrating creation and organization of information as central aspects of being information literate and discusses the implications of developing information creation processes from the point of view of information professionals and users. Finally, suggestions are made for how information creation might be improved in practice.

Alternatives to Being Information Literate

“…In the analysis, it became especially apparent that information illiteracy in producing, organising and managing information is tightly intertwined with the problems of using information and vice versa. This observation highlights the significance of extending the inquiry of information (il)literacies enacted in the situation of seeking and using a particular piece of information to those playing out in the situation when it was created, organised and managed not only as important skills as Huvila [6] suggests, but also as two intimately related sides of the same constellation of practices.…”

“…The approaches range from treating information literacy as one skill, or a set of skills or competences to conceptualising it as a socially enacted practice and as a capability enacted through situationally and contextually conditioned practices [1][2][3][4]. Even if there are specific areas and aspects of information literacy that have considered under-researched [5][6], there is a serious dearth of systematic work on the lack of information literacy, or in broader terms, alternatives to being information literate.…”

Bibliotekariernas roll i skolan

“…Det som är viktigare är att elektroniska texter gör att de kan nås av effektiva söksystem som inte bara ersätter de mänskliga intermediärernas insatser, utan också skapar en extra dimension till den biblioteksstruktur som alltid på ett mer eller mindre autonomt sätt påverkat kunskapsprocesserna. Det finns en text av en finsk-svensk forskare, Isto Huvila (2011), som argumenterar för att det är avsevärt lättare att hitta information om den skapats för att kunna återvinnas. Han menar i konklusionen till sin artikel att även små förändringar som räknar med de specifika fenomenen med digitala informationsmiljöer, kan ge en signifikant bättre möjlighet att hitta information.…”

“…Han menar i konklusionen till sin artikel att även små förändringar som räknar med de specifika fenomenen med digitala informationsmiljöer, kan ge en signifikant bättre möjlighet att hitta information. Därför menar han att informationskompetens begreppet också skall innefatta den stora vidd kvaliteter och förväntningar som finns i själva informationsobjekten (Huvila, 2011).…”

Towards a Multi-Dimensional Model of Digital Competence in Small- and Medium-Sized Enterprises

“…Analyzing Gilster's work, Bawden (2001) identifies a number of characteristics a digital literate person should have: 1) Ability to build reliable information from diverse digital sources; 2) Retrieval skills enhanced by critical thinking for making informed judgments about retrieved information, with wariness about the validity and completeness of Internet sources; 3) Capacity for reading and understanding non-sequential and dynamic material; 4) Awareness of "people networks" as sources of advice and help; 5) Familiarity with filters and agents to manage incoming information; 6) Being comfortable with publishing and communicating information, as well as accessing it. However, the fact that Gilster (1997) did not suggest a set of competences, as well as the fact that digital literacy is considered as being related to other 'literacies' such as computer and information literacy, some academics refer to the ability to use technologies as computer literacy (Dominick et al, 2009), others prefer to use the term information literacy (Huvila, 2011), or support the prevalence of media literacy (Erstad, 2010).…”