Information literacy is about learning how to search for and use information in different situations, e.g. for solving an assignment or a problem.
When you are information literate:
- you know when you need information
- you know how to find information
- you can choose and evaluate information critically
- you know how to use information, i.e. organize, analyze and draw conclusions
Information literacy in higher education:
In the following text you can read more about what information literacy may involve for you as a student in higher education. There is much to learn in this field and information literacy is something people continue to develop during the whole period of education and then also in professional life.
- you know when you need information
You know when you need information in order to solve an assignment (write an essay, solve a problem or make a decision). To clarify what information you need, you formulate questions based on your information need. You also ask yourself questions such as: What useful information could I find? What has been written about this subject before? How much, and what kind of information do I need? Should it be scientific or could I use writings in popular science? Should the material be up to date or historical? Read more about this in the Search strategy part.
Example:
Sally is going to write a master’s thesis in sociology about gender and teleworking. She has formulated her essay topic as follows: How can gender theory help us understand the development of teleworking? Since she is going to write a rather extensive paper and try to deepen her understanding of the topic she will mainly use scientific literature. She needs to find out if there is already existing research about her topic, Swedish or international. She will also search for other literature that can help her answer the topic of the thesis.
- you know how to find information
You know how information is produced, organized and disseminated. This means that you are familiar with different media sources such as databases, audio/video, books and journals. You recognize the difference between primary and secondary sources. When you select sources you consider the time and cost for obtaining the information. You know when and where you can access different information sources. Based on your information need you identify key words, synonyms and related terms with the help of dictionaries and thesauri. You choose information sources that are suitable for your needs. You know how to search in different types of systems with different search techniques and interfaces. Read more about this in the parts about Search technique and Search strategy.
Example:
First Sally tries to find material that is available at the University library, physically or electronically. If she is unable to find enough material there she considers the possibility of interlibrary loans. Accordingly she begins by searching the Library’s catalogue and full text databases. Then she searches general Swedish databases such as Libris and ArtikelSök and subject specific databases like Sociological abstract to get an overview of that has been published internationally in her subject. After searching these different places Sally has got an overview of what is published in her subject, both in Sweden and internationally. Since the databases use different search language Sally uses their help pages and tutorials to find out how they work. Based on her essay topic she chooses search terms for the databases and with the help of dictionaries, encyclopedias and the course literature she tries to find synonyms, wider and more specific terms, e.g.
gender theory – gender – sex – women – men
teleworking – work at home
- you choose and evaluate information critically
You choose the information you use carefully. You examine and compare information from different sources in order to evaluate its credibility, validity, correctness, importance, topicality and objectivity. You analyze the arguments and methods that are used to support the information. You are also aware of the fact that information is created and interpreted in different contexts: cultural, physical etc. Read more about this in the part about Criticism of the sources.
Example:
Sally makes a careful selection of information and examines the information she has found critically. She checks if it corresponds to the standards she set up when she defined her information need. She asks herself if the information answers her questions, if it seems reliable and if it is at the right level. Some of these issues she tries to determine while she is searching with the information she can find about the book or article she wants to use, but she completes her examination when she has access to the complete document (electronically or physically).
- you know how to use information, i.e. organize, analyze and draw conclusions
You use information in a way that is legally and ethically correct. You are aware of issues such as secrecy, copyright and plagiarism. You organize the information and keep a record of relevant information, e.g. to be able to refer correctly to the sources you have used. You compare and integrate new information with previous knowledge. You process the information, take your own position on the issue and draw your own conclusions from the information. You transform the information to new knowledge. You are also able to convey the new knowledge effectively to other people.
Example:
In her paper, Sally gives a clear account of what is her own opinion and what she has got from other sources, i.e. books and journals. When she relates other people’s research and opinions she writes references and refers to the source where she got the information. She processes the information and relates it in her own words; she takes her own position and draws her own conclusions. In doing so, the information she has used becomes new knowledge. Finally she conveys her new knowledge to others, orally at the thesis seminar and in writing in her thesis.
Jenny Löfkvist
2005-06-22
