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Hi, Debate about terminology ... ISkills, information skills, information literacy etc sometimes seems interminable and yet I think fundamental. I would argue that although there are good definitions of what we preceive as IL there is still confusion about how what we teach/facilitate/focus on fits into the wider picture of independent learning. This lack of clarity is probably the reason why we have not been entirely successful communicating with others outside our field. IL is NOT the only route to independent learning. It is only one subset, albeit probably the most relevant to the most people, however if we argue that it is all encompassing we are likely to be ignored. The following hopes to identify how IL fits in to the wider picture of independent learning ... for discussion of course ;) Independent learning (which is what I think we are trying to enable) has different facets. One such facet is concerned with undertaking systematic research. Other independent learning takes place through doing and informal observation. Systematic research tends to take two forms: primary research and secondary research. Primary is when we conduct experiments and collect data which tends to be turned into secondary sources of information (articles, books, Web reports etc.). Often primary research is preceeded by secondary research to see what others have done in a similar area i.e. they are not mutually exclusive. Secondary research uses secondary resources. This tends to be what school children do when the do their projects or undergraduates when they do their coursework and their final year project, or postgraduates, especially for their thesis and again (with even more rigour) for the PhD. We then have people in the work place conducting research and finally 'real-life' information seeking among the general public. This independent learning ability is learnt via the educational system, through courses or independently and enables someone to be a lifelong learner. Although information literacy frameworks, such as ANZIL, ACRL etc. do mention primary research the bulk of IL guidelines, definitions etc. focus on doing secondary research. IL definitions/instruction does not encompass primary research i.e. the gathering of data. Nor do they tend to cover the area of knowledge management. Hence in terms of independent learning and doing research IL community tends to focus on the use of information and not data or knowledge. IL is therefore only a subset of the attitudes and knowledge associated with Independent Learning. Unless we recognise this fact, and are able to explain to others where IL fits in, then we will confuse others and find it difficult to get acceptance. One of the things that does add to confusion is that when IL guidelines talk about attitudes they tend to talk about values and norms that span independent learning in general and are not specific to IL. Another complication is that in specific subject domains and work environments independent learning, let alone information literacy, is not consciously recognised even though it is a fundamental part of what people do. For example when a Biology teacher ask a student to do an experiment they are not thinking about independent learning. They are learning Biology and yet they are doing research and learning (hopefully) general skills about doing primary research which could be part of their independent learning tool kit that may be applied in later life. Ideally from an IL perspective the teacher would incorporate in this experiment some review of secondary information that relates to the experiment. This is may not be done and it is unlikely that there a conscious recognition that independent learning is being learnt. Similarly in a company when a market research is being done this will involve both primary and secondary research. The fact that the person is drawing on their independent learning and IL ability is not recognised. We therefore need to be clear about what we do and don't do, under the heading of information literacy, and how this is only a sub set of independent learning. We also need to be able to see how what we call information literacy fits into what other people do so that we can convince them of the need to consciously focus on what we term information literacy, i.e. the bit we tend to know more about than most people, along side their other research skills. We also presumably need to think about whether our role is to foster independent learning in general in which case we would need to know as much about doing primary research and managing data, as well as knowledge management, as we do secondary sources (information). Alternativley we need to engage with people who are involved with (teaching or applying) primary research and explain how IL is a complementary part of the research process and the wider ability to learn independently. If we assume that IL is the be all and end all of independent learning then we will not be able to engage and communicate effectively with others who are involved with independent learning, research skills and IL especially where they see these attitudes and skills as a part of what they do - and are not consciously aware that they are part of the broader remit of independent learning. Any thoughts? Mark Dr. Mark Hepworth Department of Information Science Loughborough University LE11 3TU Tel: (44) (0) 1509 635706 http://www.lboro.ac.uk/departments/ls/staff/mhepworth.html ----- Original Message ----- From: "Susie Andretta" <[log in to unmask]> To: <[log in to unmask]> Sent: Saturday, August 13, 2005 10:37 AM Subject: Information Literacy - Terminology > Hi Philip, > > I would look at the American Library Association's report on IL, in my > view the definition devised by the ALA has stood the test of time and > illustrate the strong link between IL functional literacy and independent > learning/knowledge construction process. Here it is > > "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. Producing such a citizenry will > require that schools and colleges appreciate and integrate the concept of > information literacy into their learning programs and that they play a > leadership role in equipping individuals and institutions to take > advantage of the opportunities inherent within the information society. > Ultimately, information literate people are those who have learned how to > learn. They know how to learn because they know how knowledge is > organized, how to find information, and how to use information in such a > way that others can learn from them. They are people prepared for lifelong > learning, because they can always find the information needed for any task > or decision at hand." > > available from: > > http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm > > > there are also two IL frameworks I would recommend, the American one > http://www.ala.org/ala/acrl/acrlstandards/standardsguidelines.htm > and the Australian/New Zealand framework found on > http://www.caul.edu.au/info-literacy/ > as these offer clear standards of IL and promote higher/lower-order of > thinking that address IL development at different levels of provision/user > abilities > > all the best > > Susie >