I have to say I'm concerned at the idea that Information Literacy can't
embrace primary research. At school level, IL is about the skills involved
in finding and managing information to contribute to an individual student's
learning and view of the world. These skills include all the specific
skills involved in each step of the research process : identifying the
question and the quest; identifying appropriate sources (people, places,
secondary resources, data of all kinds); locating and gathering resources
and information; using the resources to find the appropriate information,
data and evidence; using the information to construct answers, and 'new
knowledge' for the individual; presenting the new information in ways that
are appropriate for the learner and for the intended audience; and
reflecting on the process to consider what has been discovered and learned.
Clearly if a student needs information that isn't published, they may be
engaging in simple 'primary research' activity to construct the data or
evidence they need. At a very simple level I have seen this done in
schools, where the answer to a question is not in a book, but may be best
found by telephoning a local source (in one case by calling a local
auctioneer, to find the average price of a dairy cow!).
I regard competence in all these areas, and being able to recognise when to
use which appropriate source as information literacy (and I guess we are all
still learning in that case!).
My view is that the term Information Literacy is the wider term, which
embraces all the other more specific skills (eg information skills, library
skills, study skills, research skills etc. etc.). This validates the role
of the librarian in supporting and promoting the skills that are needed
throughout the learning process (and I agree with Ronan that the same
principles apply in the public library where the outcome is learning in its
broadest sense).
Liz Dubber
----- Original Message -----
From: "Ronan O'Beirne" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, August 15, 2005 3:02 PM
Subject: Re: Information Literacy - Terminology
> 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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