Author: Mrs. Bonnie W. Oldham

In 1989, the American Library Association defined Information literacy as a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

This definition has informed library professionals at every level for more than 25 years.  On January 11, 2016, in conjunction with the adoption by the Board of Directors of the Association of College & Research Libraries (ACRL) of the Framework for Information Literacy for Higher Education, an updated definition of information literacy was introduced. “This revised definition of information literacy emphasizes the importance of discourse communities within academic disciplines and the need for placing information literacy in the proper context within those communities.”¹

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.²

The Framework document identifies a cluster of six  interconnected core concepts or “frames” through which to understand, teach, and develop information literacy. These six frames are presented alphabetically and do not suggest a particular sequence in which they must be learned.

Authority is Constructed and Contextual

Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.

Information Creation as a Process

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

Information Has Value

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.

Research as Inquiry

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

Scholarship as Conversation

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

Searching as Strategic Exploration

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

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¹Ariew, Susan. 2014. “How We Got Here.” Communications in Information Literacy 8 (2): 208-224.
²“Framework for Information Literacy for Higher Education,” Association of College and Research Libraries (ACRL), accessed April 15, 2016, www.ala.org/acrl/standards/ilframework

 

 

On its simplest level. . .the ability to read and write. The other four literacies depend on basic literacy.

 

Reading is Fundamental, a non-profit literacy organization that gives books to children, lists the following statisitcs:

• There are 93 million adults in the U.S. who read at or below the basic level needed to contribute successfully to society.
• 34 percent of children entering kindergarten lack the basic language skills needed to read.65 percent of fourth graders read at or below the basic level

Additionally, PA Forward, an initiative of Pennsylvania libraries, indicates that 13 percent of Pennsylvanians lack basic literacy skills such as the abilty to read a newspaper or a brochure.

In Lackawanna County, about 20 percent of adults are functionally illiterate. That means that while they are able to read and write, these skills are so basic that they struggle managing the requirements of their jobs or sometimes routine tasks of daily living. This statistic is provided by SCOLA Volunteers for Literacy, a division of the United Neighborhood Centers of Northeastern Pennsylvania. They offer more than 60 programs such as reading, comprehension, life skills, typing, math, vocabulary, spelling, grammar, as well as ESL (English as a Second Language). SCOLA offers tutoring opportunities for volunteers.

Faculty  at The University of Scranton have been collaborating with the Scranton School District to increase literacy in the region. They also want to raise awareness about illiteracy among local doctors and school nurese through the Reach Out and Read program.