Chris and Mark I agree with much of what you say, thank you for the clear
analysis. I have a number of points to make. Firstly I do wonder, if we
need to see Information Literacy solely as a buttress to the learning
process, coming from a public library perspective as I do, there is perhaps
an opportunity to see IL as enabling "independent living" with learning not
always an explicit goal.
Second, I'm interested in your uses of the term Independent Learner - of
what would such a learner be independent; the institution, the 'teacher' or
fellow learners ? I would suggest that information literacy would apply
equally in a collaborative learning environment.
Third, on the "data - information - knowledge" continuum any literacy that
relates strongly to learning should be pushing at the 'knowledge' end. I
think that any learner needs to be information literate to learn within
a 'critical theory' approach to learning. Within a 'social constructivism'
approach to learning this need for IL still exists but is extended to
include skills associated with communication, connectionism and knowledge
management.
Finally, and eventually to the point, The above seems to me to mean that
Information Literacy can not simply be one defined set of competencies that
fits all learning, or be directed at information and not data but possibly
knowledge. It is far more nebulus and complex than this -certainly it
merits more discussion.
Ronan O'Beirne
Principal Libraries Officer; Information
Libraries, Archives and Information Service
Arts, Heritage and Leisure Department
City of Bradford Metropolitan District Council
Central Library, Prince's Way
BRADFORD, BD1 1NN
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