media

• Seven pillars of information literacy

  • Identify
  • Distinguish
  • Strategize
  • Gather
  • Evaluate
  • Manage
  • Present
• The Society of College, National and University Libraries (SCONUL) in the United Kingdom devised a model in illustrating the information literacy landscape
• Identify

  Know what is the information needed
• Distinguish


  Know what is already known and what still needs to be known and thus build information gaps
• Strategize


  Plan where and how the information will be accessed
• Gather


  Locate and access the information
• Evaluate


  Determine the usability of the information gathered, including its credibility and reliability
• Manage


  Systematize the evaluated information as one set, including storage
• Present


  Transform the information gathered based on one's understanding, using a form or a channel suited to the information gathered
• Information Literacy


  An ensemble of skills, knowledge, and value systems that enable an individual to navigate through the world of information and data, including digital tools and sites where information and data are stored and retrieved
• Information Literacy


  • According to Webber and Johnson (2001), it is the adoption of appropriate information behaviour to obtain, through whatever channel or medium, information well fitted to information needs, together with critical awareness of the importance of wise and ethical use of information in society
• Information Literacy


  • Is best learned in a classroom setting, but should also be seen as a socio-cultural practice; one that is deeply embedded in the performance of our daily tasks and the striving for life goals that are situated within a given social context (Lloyd 2010)
• Literate skills that go beyond the classroom

  • Knowing where to access information about relevant social services
  • Discerning political advertisement of electoral aspirants
  • Updating information on how to avail the electronic services
  • Utilizing the internet
  • Discerning fake news
  • Using the right information
• The United Nations Literacy Decade

  2003—2012
• The International Action Plan for implementing Resolution 56/116 of the Dakar Framework for Action called for achieving a 50% improvement in adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults
• Paul Zurkowski, former President of the U.S. Information Industry Association for the National Commission for Libraries and Information Science (NCLIS), talked about the need for people to become "information literate" if they were to survive and compete in an emerging Information Society


  1974
• Changing definitions, theories, and standards of educational reform movements begun during the 1960s and still continuing, place increasing emphasis on critical thinking and learning to learn and less emphasis on the rote memorization of facts and figures
• Changing definitions, theories, standards of literacy expanded the very use of the word literacy to mean more than just the conventional "basic literacies" of reading, writing, and numeracy, to apply to other areas like "computer literacy", "media literacy", "cultural literacy", and so on
• The needs of an individual living in the 21st century to cope with and deal effectively with life's many challenges are significantly different from the needs of the 20th century individual
• Factors that contributed to the development of Information Literacy

  • The computer revolution, including the PC and the Internet
  • The media revolution, including wireless, mobile, and multimedia technologies
  • A Presidential Committee on Information Literacy established by the American Library Association; Final report published in 1989
• The long-standing challenges faced by school librarians and teachers to work together to find better ways of teaching the students to learn, not just complete homework assignments on time, memorize hundreds of facts and historical events, and study efficiently for examinations they must pass with high grades
• The development of e-Learning and Distance Education technologies and teaching/learning modalities, thus permitting both youths and working adults to learn at home and in the office, and in their own time, often integrating with and overlapping/multi-tasking with their personal family, and job responsibilities
• What an information-literate person is able to do


  • Determine the information needed for a specific undertaking
  • Know where the information can be accessed effectively and efficiently
  • Know the various ways and channels of accessing information
  • Evaluate the validity of information
  • Discern the sources of information
  • Integrate information effectively to the task at hand or to one's existing body of knowledge
  • Understand the wise and ethical implications of accessing and dissemination information
  • Exercise wise and ethical access and use of information at all times