The complete information literacy? Unforgetting the creation and organization of information
Isto Huvila, Journal of Librarianship and Information Science, Vol. 43, No. 4 (December 2011), pp. 237-245
This article made the point that much of the discourse surrounding the subject of information literacy focuses on the finding and evaluation of information, but ignores the information users create and organize. Much in the way that traditional literacy involves writing and not just reading, so should information literacy education realize that information, as it is created by humans as well as for humans, should be created with findability and evaluation in mind. The author points out that Flickr, as an example, provides the necessary tools, but that retrieving information from that system is only met with an acceptable degree of success due to the sheer volume of content available. Wikipedia is an example of the encouraging effects of a community that provides the power of example and incentive. Huvila lists four preliminary observations toward effective information creation and organization: mindfulness of the user (potentially through community), simple tools, personal benefit, and exalting attribution and conservative information creation practice.
Information Literacy as a Sociotechnical Practice
Kimmo Tuominen, Reijo Savolainen, and Sanna Talja, The Library Quarterly , Vol. 75, No. 3 (July 2005), pp. 329-345
Information literacy is a good cause, but it is important to take into account the nuances of its name (including the stigmas attached to the term "literacy") and the challenges of applying the concept to a truly generalized goal. People can, for example, claim information literacy in the context of one field, but be completely lost in the information of a different field or context. The authors advise IL teachers to strive for a comprehensive understanding of the materials, technologies, social and cultural settings, and the extant skills and competencies of those they hope to assist.
Information literacy barriers: language use and social structure
Peyina Lin, Library Hi Tech,
Vol. 28, No. 4 (2010), pp. 548-568
Citing 12 months of dissertation research at two suburban high schools, Lin expands on the aversions some people have to the use of the term "information literacy", the effect it can have on their drive to improve their literacy, and the library's unique role to encourage students in working towards such a goal.
As of yet, I have not figured out a comprehensive, enlightened way to synthesize all three articles, but I look forward to adding their ideas to our class discussion tomorrow.
Citing 12 months of dissertation research at two suburban high schools, Lin expands on the aversions some people have to the use of the term "information literacy", the effect it can have on their drive to improve their literacy, and the library's unique role to encourage students in working towards such a goal.
As of yet, I have not figured out a comprehensive, enlightened way to synthesize all three articles, but I look forward to adding their ideas to our class discussion tomorrow.
I'm intrigued by the Huvila article, especially the idea that just as traditional literacy involves writing as well as reading, information literacy ought to consider creating information with findability and evaluation in mind. It's the creation bit that really intrigues me. Does information literacy mean being able to create quality information, rather than just find it? I think it might.
ReplyDeleteIf we accept the notion that information literacy includes the act of creating with findability and evaluation in mind (article 1), and we accept that information literacy varies in each person as they traverse different subject areas (article 2), I think we end up with a pretty complicated definition. Not to say that’s not right, information literacy would just have a broader meaning than what I initially considered.
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