Information Literacy: A Neglected Core
Competency
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by Sharon A. Weiner
Published on Wednesday, March 3, 20100 Comments
Key Takeaways
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College students think of information seeking as a rote process and tend to use the same
small set of information resources no matter their question.
Information literacy is essential for lifelong learning and empowers individuals and
societies.
Our educational system should expose students to information literacy from elementary
school through postsecondary education so that it is a habit of mind they can call upon
throughout their lives.
Collaborative efforts between faculty, librarians, technology professionals, and others can
develop students who graduate with information literacy competency.
Researchers at the Information School at the University of Washington released an important and
thought-provoking report in late 2009: "Lessons Learned: How College Students Seek
Information in the Digital Age."1 The study confirms and expands on the results of other reports.
Its particular value is the size of the population studied, the diversity of institutions represented,
and the use of both a survey and follow-up interviews for data collection.
The findings are troubling. College students think of information seeking as a rote process and
tend to use the same small set of information resources no matter what question they have:
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The primary sources they use for course work are course readings and Google.
They rely on professors to be "research coaches" for identifying additional sources.
They use Google and Wikipedia for research about everyday life topics.
They tend not to use library services that require interacting with librarians.
And although they begin the research process engaged and curious, they become frustrated and
overwhelmed as it progresses.
The results of the study suggest that many college students view their educational experience as
one of "satisficing" — finding just enough information that is "good enough" to complete course
assignments. They miss opportunities that college education provides for exploration, discovery,
and deep learning.
The consequences for these behaviors are serious when considering the lifelong learning skills
students need when they enter the workforce. The implications for these young people later in
life when they need information to make personal life-affecting decisions can be grave.
The ability to find, use, and communicate information effectively and ethically is commonly
known as information literacy. It is the umbrella term for emerging literacies such as technology
literacy, media literacy, and health literacy. Information literacy is the domain of all educators:
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The Association of American Colleges and Universities identified information literacy as
one of the essential learning outcomes that prepare students for 21st century challenges.2
The"2010 Horizon Report," a collaboration between the EDUCAUSE Learning Initiative
and the New Media Consortium, indicated that the need for training in the related digital
media literacy is a critical challenge in education for the next five years.
The Council for Independent Colleges offers annual workshops for chief academic
officers, librarians, and faculty on integrating information literacy at their campuses.3
Information literacy is a national and global concern:
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The White House recognized the issue when President Obama declared October 2009 as
National Information Literacy Awareness Month.
UNESCO provided support for training hundreds of people around the world to teach
information literacy competencies.
The Alexandria Proclamation developed at a colloquiumsponsored by UNESCO, the
National Forum on Information Literacy, and the International Federation of Library
Associations, stated that information literacy is the means to empowerment of individuals
and societies and is a basic human right.
The fact that information literacy is applicable in all disciplines, involves metacognition, and is a
way of thinking combined with a set of skills, hampers its inclusion in a methodical way in
college curricula. It doesn’t "belong" to any single discipline, but instead belongs to all of them.
Our educational system should first expose students to information literacy and critical thinking
in elementary school. Students should develop information literacy as a "habit of mind" that
enables them to be sophisticated information finders and users by the time they reach college and
then the working world. However, other priorities have prevented this from happening. This is an
injustice to our young people, but it is also a problem for our society. Reports from employers
indicate that we are not training our young people to be as successful in their jobs as they might
be, or to have the ability to adapt to new jobs. Without information literacy competency, they
will have difficulty in making informed decisions about their personal lives in critical areas such
as health and finance.
So, because of reports such as the Project Information Literacy study, we can acknowledge that
there are deficits in college students’ information-seeking behaviors. Once acknowledged, the
questions to be answered are:
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What strategies will work best to help students develop a better way of thinking about the
world of information, how to mine it, and how to use and communicate the information
they find?
What programs in colleges and universities work best to join faculty, librarians,
technology professionals, writing centers, and others to inculcate the necessary skills?
How can we ensure that there is a progressive development of information literacy
competency in the formal educational settings from kindergarten through postsecondary
education?
Ultimately, this is a call to action for educators. We know that our current methods are not
engaging students to use the skills they need for continuous learning. What can we do to ensure
that we graduate information literate students, lifelong learners, and critical thinkers?
Additional Resources
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Forest Woody Horton, Jr., (2008). "Understanding Information Literacy: A Primer,"
UNESCO (United Nations Educational, Scientific, and Cultural Organization), 2008.
"The Information Behavior of the Researcher of the Future," A CIBER Briefing Paper,
January 11, 2008.
Irvin R. Katz, "ETS Research Finds College Students Fall Short in Demonstrating ICT
Literacy: National Policy Council to Create National Standards," College & Research
Libraries News, vol. 68, no. 1 (January 2007), pp. 35–37.
Anne Marie Perrault, "American Competitiveness in the Internet Age: Report," 2006
Information Literacy Summit, Washington, DC, October 16, 2006.
Endnotes
1. Alison J. Head and Michael B. Eisenberg, "Lessons Learned: How College Students Seek
Information in the Digital Age," Project Information Literacy Progress Report,
Information School, University of Washington, December 1, 2009.
2. National Leadership Council for Liberal Education and America’s Promise, "College
Learning for the New Global Century," Association of American Colleges and
Universities, 2007.
3. See the CIC’s annual report for 2008–2009, "Creative Leadership for Challenging
Times."
© 2010 Sharon A. Weiner. The text of this article is licensed under the Creative Commons
Attribution-Noncommercial-No Derivative Works 3.0 license.
Sharon A. Weiner
Dr. Weiner is Professor of Library Science and holds the position of W. Wayne Booker Chair in
Information Literacy. She is Vice-President of the National Forum on Information Literacy. She
is a member of the board of the journals, Practical Academic Librarianship and the Journal of
Purdue Undergraduate Research, and is editor of the column, †œInformation Literacy Beyond
the Library†• for the journal, College & Undergraduate Libraries. She has a doctorate in
higher education leadership and policy studies from the Peabody College of Education and
Human Development at Vanderbilt University and a Masters in Library Science from the
University at Buffalo. She has been the Dean of Library Services at the University of
Massachusetts Dartmouth, Director of Vanderbilt†™s Peabody Library, and department head
and faculty member in the University at Buffalo Health Sciences Library.
Source: http://www.educause.edu/ero/article/information-literacy-neglected-core-competency
Information Literacy
The Meta-Competency of the Knowledge Economy? An
Exploratory Paper
1. Annemaree Lloyd
1. School of Information Studies at Charles Sturt University, Wagga Wagga, Australia,
anlloyd@csu.edu.au
Abstract
Information literacy is a meta-competency that encapsulates the generic skills of defining,
locating and accessing information. It is an essential and integral competency for both the
knowledge worker and effective knowledge management. Librarians need to realign their roles
from providers and organizers of information, to facilitators and educators of clients’ information
access and process. This requires librarians to develop partnerships with workplace communities
so as to understand the role that information plays in the knowledge economy; and to develop a
new language that is relevant to workplace communities and ties information literacy instruction
to the authentic situations of the workplace. Information literacy is a meta-competency: it is the
currency of the knowledge economy. The themes introduced in this paper are drawn from the
current doctoral research of the author. The research examines what it means to individuals to be
information literate in a workplace context, and how information literacy manifests and transfers
in to workplace practice.
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