Last week I finished reading Linda Langford's article Information Literacy: A Clarification and I was delighted to see her recognise this label as FUZZY! Further adding to my pleasure was her statement that "Practitioners in professional dialogue on OZTL-NET have referred to information literacy as a philosophy, a phenomenon, and a mere frolic with semantics". It's reassuring to know that others have been struck by this concept's close relationship with research skills, library skills, computer skills, problem solving skills etc. Is this the term that promises to unite all those essential skills?
What I like about this term is its focus on the individual and upon empowering them to learn independently and interdependently.
Recognition of information literacy and of the fact that it is crucial for functioning in the today's world may be precisely the applied concept that re-energises both classroom and library teaching programs - ensuring that tasks are refashioned to have a grounding that is relevant and meaningful and to incorporate TRANSFERABLE thinking skills that will support the individual for a lifetime of learning.
As Langford reminds us, the term information literacy should not be synonymous with libraries but with schools and whole school communities.
Information literacy "must be a natural and inclusive part of the educational process of any curriculum, any unit of work, any discipline." (Langford, 1998)
And remember..."The needs of society at any time determine how a society interprets a concept" (Langford, 1998). We can't escape it even if we wanted to - I need to be information literate, and so do you!
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