My ContentInformation LiteracyAmerican Association of School Libraries (AASL) StandardsAssociation of College and Research Libraries (ACRL) StandardsISTE National Educational Technology StandardsInternational Federation and Library Association (IFLA) StandardsAustralian and Neal Zealand Institute for information Literacy (ANZIL) Standards
Information Literacy Models Linear NonlinearCILIP. Information Literary GroupSeven Pillars or SCONUL Information literacy ModelSeven Faces of Information Literacy in Higher EducationTypes of Literacy Literacy categorized on the basic of its content Basic Literacy (1882-1947) Functional Literacy Literacy categorized on the basic of Learners to be taught Farmer's Functional Literacy (1968-1978) Women's literacy Workplace literacy Family Literacy Literacy categorized based on its Purpose Scientific literacy Civic Literacy / Political literacy (1948-1967) Developmental Literacy Literacy categorized on the basis of social concerns Health literacy Electoral literacy Gender literacy Water literacy Financial Literacy Literacy for knowing citizens Rights Critical literacy Legal Literacy Organizational Mass Literacy Residual Literacy / Mapping up operation Digitization Computer literacy Digital literacy Information Literacy Technology Literacy Other type of Literacy Media literacy Visual literacy Arts literacy Statistical Literacy Caltural Literacy
Information Literacy
The term "information" is used interchangeably with, the area like information science, information technology, information management and information literacy etc. Literacy is to literacy, or to train. The term information literacy was first coined by Paul Zurkowski in the year 1974.
In simple words information literacy means to Know, to find, to evaluate and use of information. It is common to all disciplines, to all learning, environments, and to all levels of education.
As stated by ALA 'Information literarcy is a survival skill in the information age' Further information literacy, is the ability to find, evaluate, use, and communicate information in all its various formats.
According to Charted Institute of Library and Information Professional (CILIP) UK, defines information literacy as "knowing when and why you need information where to find it, and how to evaluate, use and communicate in ethical manner.
Information literacy incorporates a set of skills and abilities which everyone needs to undertake information related tasks; for instance, how to discover, access, interpret, analyse, manage, create, communicate, store and share information.But it is much more than that : it concerns the application of the competencies attributes and confidence needed to make the best use of information and to interpret it judiciously. It incorporates critical thinking and awareness, and an understanding of both the ethical and political issues associated with using information.
* Components of Information Literacy Information literacy has a bunch of various literacy's in terms of components which includes Basic Literacy, Library Literacy, Media Literacy, Computer Literacy, ICT Literacy, Visual Literacy, Tool Literacy, Resource Literacy, Social-structural Literacy, Research Literacy, Publishing Literacy, Digital Literacy, Network Literacy and Scientific Literacy etc.
* Standards for Information Literacy
I. American Association of School Libraries (AASL) Standards
AASL standards for school students information literacy standards for student learning published by Association for Educational communication and technology which provides a conceptual frame work. Building partnership for learning includes the full content of information literacy for student learning with additional content designed to guide and support library media specialist efforts in three major area: learning and teaching, information access and program administration.
II. Association of College and Research Libraries (ACRL) Standards
ACRL standards for Higher Education Information literacy competency standards for Higher education provides a framework for assessing the information literate individual. The ACRL competency standards stresses that information literacy "forms the basis for lifelong learning" and the objective can be used as guide for librarians to promote the ACRL. Standards at their institutions.
III. ISTE National Educational Technology Standards
The ISTE National Educational Technology standards for students ISTE is the International Society for Technology in Education. It first set of standards was Published in 1998 and started that the most effective learning environments integrate traditional approach and new approach.
IV International Federation and Library Association (IFLA) Standards
IFLA standard for Information literacy for becoming effective learners include three basic components: access, evaluation and use of information. These core goals are found in most of the standards created by library association suck as the relevant contributions of AASL, ACRL SCONUL and the Australian and New Zealand institute of information literacy. The IFLA standards are groups under three basic information literacy components
a. Access - The user accesses information effectively and efficiently.
b. Evaluation - The user evaluations information critically and competently.
c. Use - The user applies/uses information accurately and creatively.
V. Australian and Neal Zealand Institute for information Literacy (ANZIL) Standards
ANZIL for Higher education and lifelong learning. The Australian and New Zealand information literacy frame work is derived with the permission of Association of college and Research libraries (ACRL) text havan been adapted and updated to incorporate recent local and international understanding of information literacy education. The framework provides the Principles, standards and Practices that support information literacy educational all education sectors. The importance of information literacy in workplace learning, lifelong learning and participative citizenship is succinctly expressed in the Australian library and Information 2001 statement on information literacy for all Australians.
Information Literacy Models
Models of information Literacy are categorized in to following two types :
i. Linear
A linear model means that the steps must be performed in a set manner.
ii. Nonlinear
A Nonlinear model means that an individual passes through different stages at different times depending on information need.
Some of the information literacy models developed by experts and organization are : kuhlthau's model, Ellies, Einsenberg and Erkowitz, SCONUL, Christine Bruce, Berkouritz, etc.
CILIP. Information Literary Group
The CILIP Information literacy Group have created this definition for information litearcy to update the definition devised by CILIP in 2004. The theory and practice of information literacy has evolved considerably since then, and the new definition reflects these developments, notably by addressing the relevance of information literacy beyond formal education. The new definition is also addressed to multiple audiences, potentially to anyone who uses and handles information, and not just to information professionals.
The UNESCO Alexandria Proclamation inspired some of the thinking behind this work, as did the updated ACRL frame work for Information literacy and A new curriculum for information Literacy (ANCIL) CILIP have developed an information literacy model that contains eight competencies, or understanding, that a person requires to be information literacy :
1. A need for information
2. The resources available.
3. How to find information.
4. Need to evaluate results.
5. How to work with or exploit results.
6. Ethics and responsibility of use.
7. How to communicate or share findings.
8. How to manage findings (Infolit. org. uk 2018)
Seven Pillars or SCONUL Information literacy Model
In 1999, the SCONUL working group on information literacy published "Information skills in higher education : a SCONUL position paper," Introducing the seren Pillars of information skills model. The model has been adopted by librarians and teachers around the world as a means of helping them to deliver information skills to their learners.
The model resulted from reflection on professional practice of those involved in developing information. It is irrelevant weather the user has access to a virtual library via a computer or access to a physical library, or whether the user is a child doing his homework or a university professor, the modal should cover all contexts. Still it is important to address the connection between the model and obtaining knowledge in universities. Consequently, due to its genesis, the SCONUL model become more important relative to other models. A schematic from of the SCONUL model is shown in SCONUL model of information literacy.
These are seven basic competencies and their components (SCONUL 2001)
1. Plan. 1. Identify
2. Purpose 2. Scope
3. Location 3. Plan
4. Identification 4. Gather
5. Management 5. Evaluate
6. Evolution 6. Manage
7. Communication 7. Present
1. Ability to recognise an information need.
2. Ability to distinguish ways in which "lock" of information can be addressed :
* Knowledge of appropriate types of resources, both printed and unprinted.
* Selection of most appoprite resources
* Ability to understand issues that affect the sources accessibility.
3. Ability to build strategies in order to locate information :
* To develop a systematic method adequate to the need; and
* To understand the principles of database construction and generation.
4. Ability to locate and access information :
* To develop appropriate search techniques.
* To use information and communication technologies, including international academic networks.
* To use appropriate indexing and abstracting services and citation databases.
* To use current information methods.
5. Ability to compare and assess information obtained from different sources :
* understanding the issues related to authority.
* Understanding the reviewing process in scientific publishing.
* Appropriate extraction of information that corresponds to information need.
6. Ability to organise, apply and communicate the information to other people in ways appropriate to the situation :
* To cite the references in projects or theses and such like.
* To build a personal bibliographic system.
* To effectively communicate using the appropriate means.
* To understand issues related to copyright and plagiarism.
7. Ability to synthesis and build based upon existing information and contribute to create new knowledge.
Seven Faces of Information Literacy in Higher Education
Seven faces of information literacy in higher education written by Christine Bruce in 1997. Information literacy is usually described as the ability locate, manage and use information effectively for a range of purpose. As such it is an important "generic skill" which allows people to engage ineffective decision making, problem solving and research. It also enables them to take responsibility for their own continued learning in areas of personal or professional interest. Bruce identifies seven categories of information literacy as experienced by Australian education in two universities.
i. Identify Able to identify a personal need for information.
ii. Scope Can assess current knowledge and identify gaps.
iii. Plan Can construct strategies for locating information and data.
iv. Gather Can locate and access the information and data they need.
v. Evaluate can review the research process and compare and evaluate information and data.
vi. Manage Can organize information professional and ethically.
vii. Present can apply the knowledge gained presenting the result of their result, synthesizing new and old information and data to create new knowledge and dissemination it is a variety of ways.
OR
i. Information Technology appreciation Information literacy is seen as using information technology for information retrieval and communication.
ii. Information sources appreciation Information literacy is seen as finding information located in information sources.
iii. Information Process appreciation Information literacy is seen as executing a process.
iv. Information Control appreciation Information literacy is seen as controlling information.
v. Knowledge construction appreciation Information literacy is seen as building up a personal knowledge base in a new area of interest.
vi. knowledge extension appreciation Information literacy is seen as working with knowledge and personal perspectives adopted in such a way that novel insights are gained.
vii. Wisdom appreciation Information literacy is seen as using information wisely for the benefit of others. Hierarchical Model - 2007 - Catts. Big Six Modal - Eisenberg and Berkowitz-1990
Types of Literacy
1. Literacy categorized on the basic of its content
a. Basic Literacy (1882-1947)
* The concept of basic literacy evolved with the expansion of Night Schools.
* Course : spread over a period of two years.
* Contents included lessons in 3 Rs.
* Duration of class: 2 to 3 hrs from 7 to 10P.M.
* Basic literacy to be attained by the learner after attending classes for a minimum of 100 days.
b. Functional Literacy
The would conference of Education Ministers on "Eradication of illiteracy" organized by UNESCO was held in Tehran in 1965. In this conference it was mentioned that "Literacy should be regarded as a way of preparing man for a social, civic and economic role that goes beyond the rudimentary literacy training, including the 3 Rs".
* Related to economic functions and applied in the day-to-day life for making informed choices.
* Concept was related to Empowering people not merely useful to their employer but to also make them more functional within the economy.
* According to UNESCO functional literacy aims at enabling learner :
• Enabling learner to perform his or her work role.
• To perform his or her role as a citizen.
• To enhance his or her skills and education either on his own or through other available avenues of informal education.
2. Literacy categorized on the basic of Learners to be taught
a. Farmer's Functional Literacy (1968-1978)
Implemented jointly by the Ministry of Information and Broadcasting, the Ministry of Food and Agriculture and the Ministry of Education and culture.
Aimed at improving the efficiency of the farmers in :
• Implementation of the special Programme of high yielding varieties of wheat.
• Enhancing agricultural production.
• Development in the context of Green Revolution.
• Three major component farmers training, Functional literacy and Farm broadcasting.
b. Women's literacy
The world conference of women held in Mexico city in 1975 to celebrate the international women's year day had demanded action in their behalf "the path to development is through women's development".
It should have curricula that emancipate women, elements of health and hygiene, Food and nutrition, home mangement and child care and vocational education.
All India programs for women : Mahila Mandals in rural areas to impart functional literacy to women by Central Social Welfare Board (CSWB)
c. workplace literacy
• Due to industrialization and relations of power the need for workplace literacy emerged.
• By 1980 workplace literacy was a part of factories in developed countries.
• Content include teaching functional literacy for reading instructions and handling paperwork.
• Improving quality of work and professionalization of the worker.
d. Family Literacy
• It is inter-generational literacy or community literacy.
• The children, their parents and adults in the community learn together.
• It is implemented by various academic institutions and is offered through distance learning mode.
• It is effective in improving outcomes for children, youth and families.
3. Literacy categorized based on its Purpose
a. Scientific literacy
• Help neo-literates and rural youth / adults in understanding their environment in a better way.
• Helps to make it possible for rural youths / adults to acquaint with the process of discovery of knowledge.
• Science by practice relevant to the needs of the people.
• It means application of scientific knowledge to daily life.
The content includes, physical and mental health issues due to lack of :
•Proper Sleep
•Rest
• Diet
• Exercise
• Fatigue
• Improper posture and wrong drugs.
• Learning of home environment
• Taking steps to distribute water to needy people.
b. Civic Literacy / Political literacy (1948-1967)
• It means acquiring knowledge and skills needed to actively participate in political matters.
• It is literacy for good citizenship,
• Citizenship involves both duties and rights
• At a deeper level, it means a shared understanding of the approach to life of a group of people.
A new terminology viz. Social education was introduced in the year 1948. It is defined as " a course of study directed towards building consciousness of citizenship among people and promotion of social solidarity amongst them"
• Five aspects of Social Education are :
i. Health and Hygiene
ii. Family and community living.
iii. Vocations
iv. Literacy and cultural activities.
v. Recreational activities
c. Developmental Literacy
• Paulo Freire's (1970) consciousness approach led to viewing education as an element in the process of human liberation, critical reflection that leads to action and change.
• He considered literacy to be not just the process of learning the skills of 3 Rs. but a contribution of liberation of man and to his full development.
4. Literacy categorized on the basis of social concerns
a. Health literacy
It is defined as " The degree to which people are able to access, understand, apprise and communicate information to engage with the demands of different health context in order to promote and maintain good health across the life course" Rootman, I (2006)
• An emerging concept that requires skills in health and literacy.
• It builds on the idea that both health and literacy are critical resources for everyday living.
• It will empower human beings to control health as individuals, families and communities.
The scope of health literacy can be at three levels :
• Functional health literacy
• Conceptual health literacy.
• Health literacy as empowerment
b. Electoral literacy
Electoral literacy describes the importance of voting rights and need of enrolling them as voters and casting vote properly.
• Through electoral literacy the voters are made aware that the persons above 18 years are eligible to vote.
• Voters are made aware that voter has to ensure that his/her name is enrolled in the list of voters.
c. Gender literacy
• The census data show's that illiteracy, is more among women the men.
• Sex discrimination exists in India from medieval.
• The male - Female differential in literary in India is 28.59 in 2001 and 16.25 in 2011
The reasons of low female literacy are :
• Prejudice against females education and mobility.
• Tradition of early marriage.
• Practice of keeping women confined to household.
• Widespread Poverty.
• The importance of literacy was reiterated by the National Policy on Education (1986)
• India's present literacy programme Saakshay Bharat (2011) focuses on women's literacy.
d. Water literacy
• It is related to improving people's awareness on water conversation.
• It ensures effective use of water for household, agricultural and industrial purpose.
• It improves learners skills in using available water by using techniques of water harvesting, bore well recharging and irrigation
e. Financial Literacy
Financial literacy refers to the knowledge and understanding of financial concepts thereby resulting in the ability to make informed, confident and effective decisions regarding money.
• Finance or money plays an important role in the lives of human beings.
• Lack of finance is the major reason for various social problems.
• Financial literacy can be stated as 'understanding of economics and how economic conditions and circumstances effect household decision."
5. Literacy for knowing citizens Rights
a. Critical literacy
• Critical literacy /radical literacy enables individuals to become critical of :
• what they see
• what they hear and what they get
• what they are asked to giver
• Critical literacy aids people to organize political action for transforming the world around them.
• Paulo Freire catchers the relationship between reading and doing and between literacy work and empowering work. Thus, reading world always precede reading the word.
b. Legal Literacy
•The first step howards that knowledge of law, which can transform people lives.
• It describes certain legal rights and entitlements especially for women and girls.
• Through large group discussions learners are informed as to how to ascertain and also seek help of legal export to address the identified legal problems.
6. Organizational
a. Mass Literacy
• India realized the importance of mass literacy for economic development.
• Mass approach to illiteracy emerged from the voluntary, non-goverment experiences of PSM-KSSP.
• Till 1988 it was assumed that expansion of formal education would ensure mass literacy.
• National literacy Mission was the first step towards making a 100 million literate.
• Ernakulum experiment spearheaded by Kerala Sasthra Sahithya Parished of making the whole district library.
b. Residual Literacy / Mapping up operation
• Mopping up operation was done after the implementation of literacy campaign.
• The peoples who all are enrolled in continuing education centre- the peoples who could not become literacy during the total literacy campaign phase.
• Through the mopping up operations the residual illiterates were given a chance to enter the world of literacy.
• Those learners were made to complete the prescribed levels of literacy as per NLM norms.
7. Digitization
a. Computer literacy
Computer literacy is to equip self for future by displaying the ability to use a computer and software.
b. Digital literacy
In digital literacy a person has to learn :
• How to surf data on the Internet
• Use camera in the call phone
• Be able to make Facebook entry.
In-digital literacy a person has to learn :
• Access you Tube
• Be able to send and recive massages.
Digital literacy includes knowledge of
• using smart phone
• computers and its various application.
c. Information Literacy
Information literacy involves ability to :
• Evaluate
• Locate
• Identify
• Effectively use information by connecting to a single link on the screen.
d. Technology Literacy
• The ability to use technology effectively in several ways.
• It's an ability to continuously adapt to the new literacy required by accessing new technologies that rapidly and continuously spread on the internet.
8. Other type of Literacy
a. Media literacy
Media literacy is an abilify to
• Express self
•Think critically about different types of medium to create, analyze and evaluate own message.
b. Visual literacy
Visual literacy is "the ability to critically read images" ex. - Maps, signs, comic books.
c. Arts literacy
• The arts literacy is based on the promise that linking literacy and the arts creates powerful learning opportunities for students.
• The students learn to integrate arts and literacy and practice across all disciplines.
d. Statistical Literacy
• Statistical literacy is related to use of statistical graphics and information.
• Nowadays statistical literacy is becoming important.
e. Caltural Literacy
• Cultural literacy is about the knowledge of one's own culture.
• In today's context it is radical.
• It means pride in the learner's culture active enjoyment of the culture and continuous re-birth of indigenous culture in the lives of people.
• Types of literacy emerged from various approaches to literacy,
• Some types of literacy are overlapping but they do complement each other.
• For improving literacy among people there is a need to create demand for literacy in the minds of persons who have been deprived from educational experiences.
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