INFORMATION
LITERACY
INFORMATION LITERACY
WHAT IS INFORMATION LITERACY/WHY IS IT IMPORTANT?
In a nutshell, information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments,
and to all levels of education. It refers to a set of characteristics that transform an ordinary student into a “wise information consumer/
creator” and “life long learner”. Information literacy is more than just a general education requirement; “information literate” is
something you become. This happens through your coursework (e.g., research assignments and learning about your field of study), and
also through personal experiences and interactions with information at home (e.g., choosing the safest car or best doctor), in the work
place (e.g., making wise decisions and sharing information with colleagues), and throughout life (e.g., determining the best candidate
for political office).
Some aspects of information literacy involve using various information technologies. Others include critical evaluation of the
information you find and the ethical use of information and information technologies. The hallmarks of an information literate
individual include problem solving by using technologies to find and manage information as well as critically evaluating and ethically
applying information. Other characteristics include the spirit of inquiry and perseverance to find out what is necessary to solve
problems or complete tasks.
Today’s employers are looking for people who can understand and adapt to the characteristics of the information age. If a person has
“learned how to learn,” he or she is a much more attractive job applicant. As employees, information literate individuals with strong
analytical skills, critical thinking skills, and problem solving skills make valuable contributions because they are prepared to adapt to a
changing environment and think through work assignments or problems.
WHO NEEDS INFORMATION LITERACY/HOW IS IT DONE?
Everyone has a certain level of information literacy education. For instance, school children know that if they need help, they can ask
their parents or teachers. As they get older, they become more independent and learn how to find other sources of information through
libraries and the Internet. By the time students enter college, they should have a basic set of information literacy competencies.
However, these skills will continue to adapt and improve through college and beyond.
Chances are, you won’t really notice that you are becoming more information literate. Information literacy is a “way of being/process
of becoming.” It’s not really just one class that you take and then you are done with it. At WSU, you meet the IL requirement after
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taking a LIBS course. However, IL is embedded throughout the curriculum, in both general education and within your major field of
study. As you continue your education, you’ll accrue skills and abilities that you can use in other classes.
INFORMATION LITERACY: DEFINITIONS
The Association of College & Research Libraries (ACRL) recently expanded its definition of information literacy to emphasize
flexibility, individual growth, critical self-reflection, and collaboration. According to ACRL (2016, p.3), information literacy is a “set
of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and
valued, and the use of information in creating new knowledge and participating ethically in communities of learning”.
The construct of information literacy is made up of a set of six interconnected core concepts that cover ideas about information,
communication, research, and scholarship, and focuses on students as both consumers as well as creators of information. These are:
1. Authority Is Constructed and Contextual Information resources reflect their creators’ expertise and credibility,
and are evaluated based on the information need and the context in which the information will be used. Authority is
constructed in that various communities may recognize different types of authority. It is contextual in that the information
need may help to determine the level of authority required.
2. Information Creation as a Process Information in any format is produced to convey a message and is shared via
a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary,
and the resulting product reflects these differences.
3. Information Has Value Information possesses several dimensions of value, including as a commodity, as a means of
education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic
interests influence information production and dissemination.
4. Research as Inquiry Research is iterative and depends upon asking increasingly complex or new questions whose
answers in turn develop additional questions or lines of inquiry in any field.
5. Scholarship as Conversation Communities of scholars, researchers, or professionals engage in sustained discourse
with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
6. Searching as Strategic Exploration Searching for information is often nonlinear and iterative, requiring the
evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding
develops.
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Weber State University has outlined an institutional definition of information literacy as it applies to our students, and this definition
is based on these six core concepts. Students have achieved a basic level of information literacy when they have met the following four
outcomes:
OUTCOME 1: RESEARCH AS AN EXPLORATORY PROCESS
Using tools and techniques to address information needs while understanding that the research process is often iterative
and nonlinear.
Learning Indicators:
• understand information needs, determine the appropriate scope of a project, and formulate focused research
questions or thesis statements accordingly
• match information needs with search strategies and search tools
• understand that the research process is often iterative and non-linear
OUTCOME 2: SCHOLARSHIP AS COMMUNICATION
Scholarly communication is a conversation between creators of information with a variety of backgrounds and
perspectives.
Learning Indicators:
• identify and describe the characteristics of various resource types and formats, recognizing their value and
contribution to scholarly communication
• recognize that a given scholarly work may not represent the sole or majority perspective on an issue
• recognize the value of information literacy outside the academic setting
OUTCOME 3: CRITICALLY EVALUATE INFORMATION
It is important to evaluate the quality of all information based on its context.
Learning Indicators:
• define different types of authority, such as subject expertise or special experience, and use research tools and
indicators to evaluate the credibility of authors and sources
• recognize that authoritative content may be packaged formally or informally, may include sources of all media types,
and may be perceived differently based on the format, but all sources should be critically evaluated
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OUTCOME 4: ETHICAL USE OF INFORMATION
Legal and ethical standards are important to the dissemination, retention, and study of information sources.
Learning Indicators:
• identify different types of plagiarism and avoid them through proper attribution and citation
• articulate the purpose and characteristics of ethical and legal issues surrounding the use of information, such as
copyright, fair use, open access, Creative Commons, and the public domain
Association of College & Research Libraries (2016). Framework for Information Literacy for Higher Education. Retrieved from
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/Framework_ILHE.pdf
