Information literacy

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The Association of College and Research Libraries defines information literacy as 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".^[1][2][3][4] In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed.^[5]

The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information".^[6][7] In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?"^[8] Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question.^[8]

The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations."^[9] The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand."^[10][11]

A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy. Other pedagogical outcomes related to information literacy include traditional literacy, computer literacy, research skills and critical thinking skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of misinformation, fake news, and disinformation.

Scholars have argued that in order to maximize people's contributions to a democratic and pluralistic society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy.^[12]