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class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Global subsection</span> </button> <ul id="toc-Global-sublist" class="vector-toc-list"> <li id="toc-The_International_Federation_of_Library_Associations_and_Institutions_(IFLA)" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#The_International_Federation_of_Library_Associations_and_Institutions_(IFLA)"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.1</span> <span>The International Federation of Library Associations and Institutions (IFLA)</span> </div> </a> <ul id="toc-The_International_Federation_of_Library_Associations_and_Institutions_(IFLA)-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-The_International_Alliance_for_Information_Literacy_(IAIL)" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#The_International_Alliance_for_Information_Literacy_(IAIL)"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.2</span> <span>The International Alliance for Information Literacy (IAIL)</span> </div> </a> <ul id="toc-The_International_Alliance_for_Information_Literacy_(IAIL)-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-UNESCO_Media_and_Information_Literacy" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#UNESCO_Media_and_Information_Literacy"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.3</span> <span>UNESCO Media and Information Literacy</span> </div> </a> <ul id="toc-UNESCO_Media_and_Information_Literacy-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Specific_aspects" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Specific_aspects"> <div class="vector-toc-text"> <span class="vector-toc-numb">5</span> <span>Specific aspects</span> </div> </a> <ul id="toc-Specific_aspects-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Information_literacy_skills" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Information_literacy_skills"> <div class="vector-toc-text"> <span class="vector-toc-numb">6</span> <span>Information literacy skills</span> </div> </a> <button aria-controls="toc-Information_literacy_skills-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Information literacy skills subsection</span> </button> <ul id="toc-Information_literacy_skills-sublist" class="vector-toc-list"> <li id="toc-Big6_skills" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Big6_skills"> <div class="vector-toc-text"> <span class="vector-toc-numb">6.1</span> <span>Big6 skills</span> </div> </a> <ul id="toc-Big6_skills-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Another_conception" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Another_conception"> <div class="vector-toc-text"> <span class="vector-toc-numb">6.2</span> <span>Another conception</span> </div> </a> <ul id="toc-Another_conception-sublist" class="vector-toc-list"> <li id="toc-Category_1:_Information_literacy" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Category_1:_Information_literacy"> <div class="vector-toc-text"> <span class="vector-toc-numb">6.2.1</span> <span>Category 1: Information literacy</span> </div> </a> <ul id="toc-Category_1:_Information_literacy-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Category_2:_Independent_learning" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Category_2:_Independent_learning"> <div class="vector-toc-text"> <span class="vector-toc-numb">6.2.2</span> <span>Category 2: Independent learning</span> </div> </a> <ul id="toc-Category_2:_Independent_learning-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Category_3:_Social_responsibility" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Category_3:_Social_responsibility"> <div class="vector-toc-text"> <span class="vector-toc-numb">6.2.3</span> <span>Category 3: Social responsibility</span> </div> </a> <ul id="toc-Category_3:_Social_responsibility-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </li> <li id="toc-Effects_on_education" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Effects_on_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">7</span> <span>Effects on education</span> </div> </a> <ul id="toc-Effects_on_education-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Education_in_the_U.S." class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Education_in_the_U.S."> <div class="vector-toc-text"> <span class="vector-toc-numb">8</span> <span>Education in the U.S.</span> </div> </a> <button aria-controls="toc-Education_in_the_U.S.-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Education in the U.S. subsection</span> </button> <ul id="toc-Education_in_the_U.S.-sublist" class="vector-toc-list"> <li id="toc-Standards" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Standards"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.1</span> <span>Standards</span> </div> </a> <ul id="toc-Standards-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-K–12_education_restructuring" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#K–12_education_restructuring"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.2</span> <span>K–12 education restructuring</span> </div> </a> <ul id="toc-K–12_education_restructuring-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Efforts_in_K–12_education" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Efforts_in_K–12_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.3</span> <span>Efforts in K–12 education</span> </div> </a> <ul id="toc-Efforts_in_K–12_education-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Efforts_in_higher_education" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Efforts_in_higher_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.4</span> <span>Efforts in higher education</span> </div> </a> <ul id="toc-Efforts_in_higher_education-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Distance_education" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Distance_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.5</span> <span>Distance education</span> </div> </a> <ul id="toc-Distance_education-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Education_in_Singapore" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Education_in_Singapore"> <div class="vector-toc-text"> <span class="vector-toc-numb">9</span> <span>Education in Singapore</span> </div> </a> <button aria-controls="toc-Education_in_Singapore-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Education in Singapore subsection</span> </button> <ul id="toc-Education_in_Singapore-sublist" class="vector-toc-list"> <li id="toc-Public_education" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Public_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">9.1</span> <span>Public education</span> </div> </a> <ul id="toc-Public_education-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Higher_Education" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Higher_Education"> <div class="vector-toc-text"> <span class="vector-toc-numb">9.2</span> <span>Higher Education</span> </div> </a> <ul id="toc-Higher_Education-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Assessment" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Assessment"> <div class="vector-toc-text"> <span class="vector-toc-numb">10</span> <span>Assessment</span> </div> </a> <ul id="toc-Assessment-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Public_libraries" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Public_libraries"> <div class="vector-toc-text"> <span class="vector-toc-numb">11</span> <span>Public libraries</span> </div> </a> <ul id="toc-Public_libraries-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> <span class="vector-toc-numb">12</span> <span>See also</span> </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> <span class="vector-toc-numb">13</span> <span>References</span> </div> </a> <button aria-controls="toc-References-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle References subsection</span> </button> <ul id="toc-References-sublist" class="vector-toc-list"> <li id="toc-Other_sources" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Other_sources"> <div class="vector-toc-text"> <span class="vector-toc-numb">13.1</span> <span>Other sources</span> </div> </a> <ul id="toc-Other_sources-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> <span class="vector-toc-numb">14</span> <span>Further reading</span> </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> <span class="vector-toc-numb">15</span> <span>External links</span> </div> </a> <ul id="toc-External_links-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" class="vector-dropdown-checkbox " aria-label="Toggle the table of contents" > <label id="vector-page-titlebar-toc-label" for="vector-page-titlebar-toc-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--icon-only " aria-hidden="true" ><span class="vector-icon mw-ui-icon-listBullet mw-ui-icon-wikimedia-listBullet"></span> <span class="vector-dropdown-label-text">Toggle the table of contents</span> </label> <div class="vector-dropdown-content"> <div id="vector-page-titlebar-toc-unpinned-container" class="vector-unpinned-container"> </div> </div> </div> </nav> <h1 id="firstHeading" class="firstHeading mw-first-heading"><span class="mw-page-title-main">Information literacy</span></h1> <div id="p-lang-btn" class="vector-dropdown mw-portlet mw-portlet-lang" > <input type="checkbox" id="p-lang-btn-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-p-lang-btn" class="vector-dropdown-checkbox mw-interlanguage-selector" aria-label="Go to an article in another language. Available in 33 languages" > <label id="p-lang-btn-label" for="p-lang-btn-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--action-progressive mw-portlet-lang-heading-33" aria-hidden="true" ><span class="vector-icon mw-ui-icon-language-progressive mw-ui-icon-wikimedia-language-progressive"></span> <span class="vector-dropdown-label-text">33 languages</span> </label> <div class="vector-dropdown-content"> <div class="vector-menu-content"> <ul class="vector-menu-content-list"> <li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D9%88%D8%B9%D9%8A_%D9%85%D8%B9%D9%84%D9%88%D9%85%D8%A7%D8%AA%D9%8A" title="وعي معلوماتي – Arabic" lang="ar" hreflang="ar" data-title="وعي معلوماتي" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target"><span>العربية</span></a></li><li class="interlanguage-link interwiki-az mw-list-item"><a href="https://az.wikipedia.org/wiki/M%C9%99lumat_savadl%C4%B1l%C4%B1%C4%9F%C4%B1" title="Məlumat savadlılığı – Azerbaijani" lang="az" hreflang="az" data-title="Məlumat savadlılığı" data-language-autonym="Azərbaycanca" data-language-local-name="Azerbaijani" class="interlanguage-link-target"><span>Azərbaycanca</span></a></li><li class="interlanguage-link interwiki-bn mw-list-item"><a href="https://bn.wikipedia.org/wiki/%E0%A6%A4%E0%A6%A5%E0%A7%8D%E0%A6%AF_%E0%A6%B8%E0%A6%BE%E0%A6%95%E0%A7%8D%E0%A6%B7%E0%A6%B0%E0%A6%A4%E0%A6%BE" title="তথ্য সাক্ষরতা – Bangla" lang="bn" hreflang="bn" data-title="তথ্য সাক্ষরতা" data-language-autonym="বাংলা" data-language-local-name="Bangla" class="interlanguage-link-target"><span>বাংলা</span></a></li><li class="interlanguage-link interwiki-bg mw-list-item"><a href="https://bg.wikipedia.org/wiki/%D0%98%D0%BD%D1%84%D0%BE%D1%80%D0%BC%D0%B0%D1%86%D0%B8%D0%BE%D0%BD%D0%BD%D0%B0_%D0%B3%D1%80%D0%B0%D0%BC%D0%BE%D1%82%D0%BD%D0%BE%D1%81%D1%82" title="Информационна грамотност – Bulgarian" lang="bg" hreflang="bg" data-title="Информационна грамотност" data-language-autonym="Български" data-language-local-name="Bulgarian" class="interlanguage-link-target"><span>Български</span></a></li><li class="interlanguage-link interwiki-bs mw-list-item"><a href="https://bs.wikipedia.org/wiki/Informacijska_pismenost" title="Informacijska pismenost – Bosnian" lang="bs" hreflang="bs" data-title="Informacijska pismenost" data-language-autonym="Bosanski" data-language-local-name="Bosnian" class="interlanguage-link-target"><span>Bosanski</span></a></li><li class="interlanguage-link interwiki-ca mw-list-item"><a href="https://ca.wikipedia.org/wiki/Alfabetitzaci%C3%B3_informacional" title="Alfabetització informacional – Catalan" lang="ca" hreflang="ca" data-title="Alfabetització informacional" data-language-autonym="Català" data-language-local-name="Catalan" class="interlanguage-link-target"><span>Català</span></a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/Informa%C4%8Dn%C3%AD_gramotnost" title="Informační gramotnost – Czech" lang="cs" hreflang="cs" data-title="Informační gramotnost" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target"><span>Čeština</span></a></li><li class="interlanguage-link interwiki-cy mw-list-item"><a href="https://cy.wikipedia.org/wiki/Llythrennedd_gwybodaeth" title="Llythrennedd gwybodaeth – Welsh" lang="cy" hreflang="cy" data-title="Llythrennedd gwybodaeth" data-language-autonym="Cymraeg" data-language-local-name="Welsh" class="interlanguage-link-target"><span>Cymraeg</span></a></li><li class="interlanguage-link interwiki-da mw-list-item"><a href="https://da.wikipedia.org/wiki/Informationskompetence" title="Informationskompetence – Danish" lang="da" hreflang="da" data-title="Informationskompetence" data-language-autonym="Dansk" data-language-local-name="Danish" class="interlanguage-link-target"><span>Dansk</span></a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Informationskompetenz" title="Informationskompetenz – German" lang="de" hreflang="de" data-title="Informationskompetenz" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target"><span>Deutsch</span></a></li><li class="interlanguage-link interwiki-el mw-list-item"><a href="https://el.wikipedia.org/wiki/%CE%A0%CE%BB%CE%B7%CF%81%CE%BF%CF%86%CE%BF%CF%81%CE%B9%CE%B1%CE%BA%CF%8C%CF%82_%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CF%8C%CF%82" title="Πληροφοριακός γραμματισμός – Greek" lang="el" hreflang="el" data-title="Πληροφοριακός γραμματισμός" data-language-autonym="Ελληνικά" data-language-local-name="Greek" class="interlanguage-link-target"><span>Ελληνικά</span></a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Alfabetizaci%C3%B3n_informacional" title="Alfabetización informacional – Spanish" lang="es" hreflang="es" data-title="Alfabetización informacional" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target"><span>Español</span></a></li><li class="interlanguage-link interwiki-eu mw-list-item"><a href="https://eu.wikipedia.org/wiki/Informazio-konpetentzia" title="Informazio-konpetentzia – Basque" lang="eu" hreflang="eu" data-title="Informazio-konpetentzia" data-language-autonym="Euskara" data-language-local-name="Basque" class="interlanguage-link-target"><span>Euskara</span></a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D8%B3%D9%88%D8%A7%D8%AF_%D8%A7%D8%B7%D9%84%D8%A7%D8%B9%D8%A7%D8%AA%DB%8C" title="سواد اطلاعاتی – Persian" lang="fa" hreflang="fa" data-title="سواد اطلاعاتی" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target"><span>فارسی</span></a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Litt%C3%A9ratie" title="Littératie – French" lang="fr" hreflang="fr" data-title="Littératie" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target"><span>Français</span></a></li><li class="interlanguage-link interwiki-ko mw-list-item"><a href="https://ko.wikipedia.org/wiki/%EC%A0%95%EB%B3%B4%EB%AC%B8%ED%95%B4" title="정보문해 – Korean" lang="ko" hreflang="ko" data-title="정보문해" data-language-autonym="한국어" data-language-local-name="Korean" class="interlanguage-link-target"><span>한국어</span></a></li><li class="interlanguage-link interwiki-hi mw-list-item"><a href="https://hi.wikipedia.org/wiki/%E0%A4%B8%E0%A5%82%E0%A4%9A%E0%A4%A8%E0%A4%BE_%E0%A4%B8%E0%A4%BE%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%B0%E0%A4%A4%E0%A4%BE" title="सूचना साक्षरता – Hindi" lang="hi" hreflang="hi" data-title="सूचना साक्षरता" data-language-autonym="हिन्दी" data-language-local-name="Hindi" class="interlanguage-link-target"><span>हिन्दी</span></a></li><li class="interlanguage-link interwiki-id mw-list-item"><a href="https://id.wikipedia.org/wiki/Literasi_informasi" title="Literasi informasi – Indonesian" lang="id" hreflang="id" data-title="Literasi informasi" data-language-autonym="Bahasa Indonesia" data-language-local-name="Indonesian" class="interlanguage-link-target"><span>Bahasa Indonesia</span></a></li><li class="interlanguage-link interwiki-is mw-list-item"><a href="https://is.wikipedia.org/wiki/Uppl%C3%BDsingal%C3%A6si" title="Upplýsingalæsi – Icelandic" lang="is" hreflang="is" data-title="Upplýsingalæsi" data-language-autonym="Íslenska" data-language-local-name="Icelandic" class="interlanguage-link-target"><span>Íslenska</span></a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Information_literacy" title="Information literacy – Italian" lang="it" hreflang="it" data-title="Information literacy" data-language-autonym="Italiano" data-language-local-name="Italian" class="interlanguage-link-target"><span>Italiano</span></a></li><li class="interlanguage-link interwiki-nl mw-list-item"><a href="https://nl.wikipedia.org/wiki/Informatievaardigheden" title="Informatievaardigheden – Dutch" lang="nl" hreflang="nl" data-title="Informatievaardigheden" data-language-autonym="Nederlands" data-language-local-name="Dutch" class="interlanguage-link-target"><span>Nederlands</span></a></li><li class="interlanguage-link interwiki-ja mw-list-item"><a href="https://ja.wikipedia.org/wiki/%E6%83%85%E5%A0%B1%E3%83%AA%E3%83%86%E3%83%A9%E3%82%B7%E3%83%BC" title="情報リテラシー – Japanese" lang="ja" hreflang="ja" data-title="情報リテラシー" data-language-autonym="日本語" data-language-local-name="Japanese" class="interlanguage-link-target"><span>日本語</span></a></li><li class="interlanguage-link interwiki-no mw-list-item"><a href="https://no.wikipedia.org/wiki/Informasjonskompetanse" title="Informasjonskompetanse – Norwegian Bokmål" lang="nb" hreflang="nb" data-title="Informasjonskompetanse" data-language-autonym="Norsk bokmål" data-language-local-name="Norwegian Bokmål" class="interlanguage-link-target"><span>Norsk bokmål</span></a></li><li class="interlanguage-link interwiki-nn mw-list-item"><a href="https://nn.wikipedia.org/wiki/Informasjonskompetanse" title="Informasjonskompetanse – Norwegian Nynorsk" lang="nn" hreflang="nn" data-title="Informasjonskompetanse" data-language-autonym="Norsk nynorsk" data-language-local-name="Norwegian Nynorsk" class="interlanguage-link-target"><span>Norsk nynorsk</span></a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Kompetencje_informacyjne" title="Kompetencje informacyjne – Polish" lang="pl" hreflang="pl" data-title="Kompetencje informacyjne" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target"><span>Polski</span></a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%98%D0%BD%D1%84%D0%BE%D1%80%D0%BC%D0%B0%D1%86%D0%B8%D0%BE%D0%BD%D0%BD%D0%B0%D1%8F_%D0%BA%D1%83%D0%BB%D1%8C%D1%82%D1%83%D1%80%D0%B0" title="Информационная культура – Russian" lang="ru" hreflang="ru" data-title="Информационная культура" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target"><span>Русский</span></a></li><li class="interlanguage-link interwiki-sk mw-list-item"><a href="https://sk.wikipedia.org/wiki/Informa%C4%8Dn%C3%A1_gramotnos%C5%A5" title="Informačná gramotnosť – Slovak" lang="sk" hreflang="sk" data-title="Informačná gramotnosť" data-language-autonym="Slovenčina" data-language-local-name="Slovak" class="interlanguage-link-target"><span>Slovenčina</span></a></li><li class="interlanguage-link interwiki-sr mw-list-item"><a href="https://sr.wikipedia.org/wiki/Informaciona_pismenost" title="Informaciona pismenost – Serbian" lang="sr" hreflang="sr" data-title="Informaciona pismenost" data-language-autonym="Српски / srpski" data-language-local-name="Serbian" class="interlanguage-link-target"><span>Српски / srpski</span></a></li><li class="interlanguage-link interwiki-fi mw-list-item"><a href="https://fi.wikipedia.org/wiki/Informaatiolukutaito" title="Informaatiolukutaito – Finnish" lang="fi" hreflang="fi" data-title="Informaatiolukutaito" data-language-autonym="Suomi" data-language-local-name="Finnish" class="interlanguage-link-target"><span>Suomi</span></a></li><li class="interlanguage-link interwiki-sv mw-list-item"><a href="https://sv.wikipedia.org/wiki/Informationskompetens" title="Informationskompetens – Swedish" lang="sv" hreflang="sv" data-title="Informationskompetens" data-language-autonym="Svenska" data-language-local-name="Swedish" class="interlanguage-link-target"><span>Svenska</span></a></li><li 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class="mbox-text"><div class="mbox-text-span"><div class="multiple-issues-text mw-collapsible"><b>This article has multiple issues.</b> Please help <b><a href="/wiki/Special:EditPage/Information_literacy" title="Special:EditPage/Information literacy">improve it</a></b> or discuss these issues on the <b><a href="/wiki/Talk:Information_literacy" title="Talk:Information literacy">talk page</a></b>. <small><i>(<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove these messages</a>)</i></small> <div class="mw-collapsible-content"> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-Globalize plainlinks metadata ambox ambox-content ambox-globalize" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><span typeof="mw:File"><span><img alt="Globe icon." src="//upload.wikimedia.org/wikipedia/commons/thumb/b/bd/Ambox_globe_content.svg/48px-Ambox_globe_content.svg.png" decoding="async" width="48" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/b/bd/Ambox_globe_content.svg/73px-Ambox_globe_content.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/b/bd/Ambox_globe_content.svg/97px-Ambox_globe_content.svg.png 2x" data-file-width="350" data-file-height="290" /></span></span></div></td><td class="mbox-text"><div class="mbox-text-span">The examples and perspective in this article <b>deal primarily with the United States and do not represent a <a href="/wiki/Wikipedia:WikiProject_Countering_systemic_bias" title="Wikipedia:WikiProject Countering systemic bias">worldwide view</a> of the subject</b>.<span class="hide-when-compact"> You may <a class="external text" href="https://en.wikipedia.org/w/index.php?title=Information_literacy&action=edit">improve this article</a>, discuss the issue on the <a href="/wiki/Talk:Information_literacy" title="Talk:Information literacy">talk page</a>, or <a href="/wiki/Wikipedia:Article_wizard" title="Wikipedia:Article wizard">create a new article</a>, as appropriate.</span> <span class="date-container"><i>(<span class="date">December 2018</span>)</i></span><span class="hide-when-compact"><i> (<small><a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a></small>)</i></span></div></td></tr></tbody></table> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-Over-quotation plainlinks metadata ambox ambox-style" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><span typeof="mw:File"><span><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/f/f2/Edit-clear.svg/40px-Edit-clear.svg.png" decoding="async" width="40" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/f/f2/Edit-clear.svg/60px-Edit-clear.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/f/f2/Edit-clear.svg/80px-Edit-clear.svg.png 2x" data-file-width="48" data-file-height="48" /></span></span></div></td><td class="mbox-text"><div class="mbox-text-span">This article <b>contains <a href="/wiki/Wikipedia:Manual_of_Style#Quotations" title="Wikipedia:Manual of Style">too many or overly lengthy quotations</a></b>.<span class="hide-when-compact"> Please help <a class="external text" href="https://en.wikipedia.org/w/index.php?title=Information_literacy&action=edit">summarize the quotations</a>. Consider transferring direct quotations to <a href="https://en.wikiquote.org/wiki/Special:Search/Information_literacy" class="extiw" title="q:Special:Search/Information literacy">Wikiquote</a> or excerpts to <a href="https://en.wikisource.org/wiki/Special:Search/Information_literacy" class="extiw" title="s:Special:Search/Information literacy">Wikisource</a>.</span> <span class="date-container"><i>(<span class="date">December 2018</span>)</i></span></div></td></tr></tbody></table> </div> </div><span class="hide-when-compact"><i> (<small><a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a></small>)</i></span></div></td></tr></tbody></table> <p>The <a href="/wiki/Association_of_College_and_Research_Libraries" class="mw-redirect" title="Association of College and Research Libraries">Association of College and Research Libraries</a> defines <b>information literacy</b> as a "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".<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> In the United Kingdom, the <a href="/wiki/Chartered_Institute_of_Library_and_Information_Professionals" title="Chartered Institute of Library and Information Professionals">Chartered Institute of Library and Information Professionals</a>' definition also makes reference to knowing both "when" and "why" information is needed.<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> </p><p>The 1989 <a href="/wiki/American_Library_Association" title="American Library Association">American Library Association</a> (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information".<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?"<sup id="cite_ref-Arp1990_8-0" class="reference"><a href="#cite_note-Arp1990-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question.<sup id="cite_ref-Arp1990_8-1" class="reference"><a href="#cite_note-Arp1990-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p><p>The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations."<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand."<sup id="cite_ref-NFIL_10-0" class="reference"><a href="#cite_note-NFIL-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-ALA_11-0" class="reference"><a href="#cite_note-ALA-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> </p><p>A number of other efforts have been made to better define the concept and its relationship to other skills and forms of <a href="/wiki/Literacy" title="Literacy">literacy</a>. Other pedagogical outcomes related to information literacy include traditional literacy, <a href="/wiki/Computer_literacy" title="Computer literacy">computer literacy</a>, research skills and <a href="/wiki/Critical_thinking" title="Critical thinking">critical thinking</a> skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of <a href="/wiki/Misinformation" title="Misinformation">misinformation</a>, <a href="/wiki/Fake_news" title="Fake news">fake news</a>, and <a href="/wiki/Disinformation" title="Disinformation">disinformation</a>. </p><p>Scholars have argued that in order to maximize people's contributions to a democratic and <a href="/wiki/Pluralism_(political_philosophy)" title="Pluralism (political philosophy)">pluralistic</a> society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy.<sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="History_of_the_concept">History of the concept</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=1" title="Edit section: History of the concept"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The phrase "information literacy" first appeared in print in a 1974 report written on behalf of the <a href="/wiki/National_Commission_on_Libraries_and_Information_Science" title="National Commission on Libraries and Information Science">National Commission on Libraries and Information Science</a> by Paul G. Zurkowski, who was at the time president of the Information Industry Association (now the <a href="/wiki/Software_and_Information_Industry_Association" title="Software and Information Industry Association">Software and Information Industry Association</a>). Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates."<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> </p><p>The concept of information literacy appeared again in a 1976 paper by Lee Burchina presented at the <a href="/wiki/Texas_A%26M_University" title="Texas A&M University">Texas A&M University</a> library's symposium. Burchina identified a set of skills needed to locate and use information for problem solving and decision making.<sup id="cite_ref-14" class="reference"><a href="#cite_note-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> In another 1976 article in <a href="/wiki/Library_Journal" title="Library Journal">Library Journal</a>, M.R. Owens applied the concept to political information literacy and civic responsibility, stating, "All [people] are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates. The application of information resources to the process of decision-making to fulfill civic responsibilities is a vital necessity."<sup id="cite_ref-15" class="reference"><a href="#cite_note-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> </p><p>In a literature review published in an academic journal in 2020, <a href="/wiki/Oral_Roberts_University" title="Oral Roberts University">Oral Roberts University</a> professor Angela Sample cites several conceptual waves of information literacy definitions as defining information as a way of thinking, a set of skills, and a <a href="/wiki/Social_practice" title="Social practice">social practice</a>.<sup id="cite_ref-Addison2013_16-0" class="reference"><a href="#cite_note-Addison2013-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-Historical_development_of_definitio_17-0" class="reference"><a href="#cite_note-Historical_development_of_definitio-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-18" class="reference"><a href="#cite_note-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> The introduction of these concepts led to the adoption of a mechanism called <a href="/wiki/Metaliteracy" title="Metaliteracy">metaliteracy</a> and the creation of threshold concepts and knowledge dispositions, which led to the creation of the ALA's Information Literacy Framework.<sup id="cite_ref-Historical_development_of_definitio_17-1" class="reference"><a href="#cite_note-Historical_development_of_definitio-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-Addison2013_16-1" class="reference"><a href="#cite_note-Addison2013-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup> </p><p>The <a href="/wiki/American_Library_Association" title="American Library Association">American Library Association</a>'s Presidential Committee on Information Literacy released a report on January 10, 1989. Titled as the Presidential Committee on Information Literacy: Final Report,<sup id="cite_ref-Presidential_Committee_on_Information_Literacy:_Final_report_19-0" class="reference"><a href="#cite_note-Presidential_Committee_on_Information_Literacy:_Final_report-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> the article outlines the importance of information literacy, opportunities to develop it, and the idea of an Information Age School. The recommendations of the Committee led to establishment of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations.<sup id="cite_ref-NFIL_10-1" class="reference"><a href="#cite_note-NFIL-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p><p>In 1998, the <a href="/wiki/American_Association_of_School_Librarians" title="American Association of School Librarians">American Association of School Librarians</a> and the <a href="/wiki/Association_for_Educational_Communications_and_Technology" title="Association for Educational Communications and Technology">Association for Educational Communications and Technology</a> published <i>Information Power: Building Partnerships for Learning</i>, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy," "independent learning," and "social responsibility."<sup id="cite_ref-AASL_Standards_20-0" class="reference"><a href="#cite_note-AASL_Standards-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> </p><p>Also in 1998, the Presidential Committee on Information Literacy updated its final report.<sup id="cite_ref-A_Progress_Report_on_Information_Literacy:_An_Update_on_the_American_Library_Association_Presidential_Committee_on_Information_Literacy:_Final_Report_21-0" class="reference"><a href="#cite_note-A_Progress_Report_on_Information_Literacy:_An_Update_on_the_American_Library_Association_Presidential_Committee_on_Information_Literacy:_Final_Report-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup> The report outlined six recommendations from the original report, and examined areas of challenge and progress. </p><p>In 1999, the Society of College, National and University Libraries (<a href="/wiki/SCONUL" title="SCONUL">SCONUL</a>) in the UK published <a rel="nofollow" class="external text" href="https://web.archive.org/web/20071028011653/http://www.sconul.ac.uk/groups/information_literacy/sp/model.html">The Seven Pillars of Information Literacy</a> to model the relationship between information skills and IT skills, and the idea of the progression of information literacy into the curriculum of higher education. </p><p>In 2003, the National Forum on Information Literacy, along with <a href="/wiki/UNESCO" title="UNESCO">UNESCO</a> and the <a href="/wiki/National_Commission_on_Libraries_and_Information_Science" title="National Commission on Libraries and Information Science">National Commission on Libraries and Information Science</a>, sponsored an international conference in Prague.<sup id="cite_ref-22" class="reference"><a href="#cite_note-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup> Representatives from twenty-three countries gathered to discuss the importance of information literacy in a global context. The resulting Prague Declaration <sup id="cite_ref-:1_23-0" class="reference"><a href="#cite_note-:1-23"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></a></sup>described information literacy as a "key to social, cultural, and economic development of nations and communities, institutions and individuals in the 21st century" and declared its acquisition as "part of the basic <a href="/wiki/Human_right" class="mw-redirect" title="Human right">human right</a> of lifelong learning".<sup id="cite_ref-:1_23-1" class="reference"><a href="#cite_note-:1-23"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></a></sup> </p><p>In the United States specifically, information literacy was prioritized in 2009  during President <a href="/wiki/Barack_Obama" title="Barack Obama">Barack Obama</a>'s first term. In effort to stress the value information literacy has on everyday communication, he designated October <a rel="nofollow" class="external text" href="https://obamawhitehouse.archives.gov/the-press-office/presidential-proclamation-national-information-literacy-awareness-month">as National Information Literacy Awareness Month</a> in his released proclamation.<sup id="cite_ref-24" class="reference"><a href="#cite_note-24"><span class="cite-bracket">[</span>24<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Presidential_Committee_on_Information_Literacy">Presidential Committee on Information Literacy</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=2" title="Edit section: Presidential Committee on Information Literacy"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The <a href="/wiki/American_Library_Association" title="American Library Association">American Library Association</a>'s Presidential Committee on Information Literacy defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for <a href="/wiki/Lifelong_learning" title="Lifelong learning">lifelong learning</a> and the production of an informed and prosperous citizenry.<sup id="cite_ref-Presidential_Committee_on_Information_Literacy:_Final_report_19-1" class="reference"><a href="#cite_note-Presidential_Committee_on_Information_Literacy:_Final_report-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> </p><p>The committee outlined six principal recommendations. Included were recommendations like "Reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in <a href="/wiki/Teacher_education" title="Teacher education">teacher education</a> democracy.<sup id="cite_ref-ACRL_25-0" class="reference"><a href="#cite_note-ACRL-25"><span class="cite-bracket">[</span>25<span class="cite-bracket">]</span></a></sup> </p><p>In the updated report, the committee ended with an invitation, asking the National Forum and regular citizens to recognize that "the result of these combined efforts will be a citizenry which is made up of effective lifelong learners who can always find the information needed for the issue or decision at hand. This new generation of information literate citizens will truly be America's most valuable resource," and to continue working toward an information literate world.<sup id="cite_ref-26" class="reference"><a href="#cite_note-26"><span class="cite-bracket">[</span>26<span class="cite-bracket">]</span></a></sup> </p><p>The Presidential Committee on Information Literacy resulted in the creation of the National Forum on Information Literacy. </p> <div class="mw-heading mw-heading2"><h2 id="National_Forum_on_Information_Literacy">National Forum on Information Literacy</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=3" title="Edit section: National Forum on Information Literacy"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 1983, United States published "A Nation at Risk: The Imperative for Educational Reform", a report declaring that a "rising tide of mediocrity" was eroding the foundation of the American educational system.<sup id="cite_ref-27" class="reference"><a href="#cite_note-27"><span class="cite-bracket">[</span>27<span class="cite-bracket">]</span></a></sup> The report has been regarded as the genesis of the current educational reform movement within the United States.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (September 2020)">citation needed</span></a></i>]</sup> </p><p>This report, in conjunction with the rapid emergence of the information society, led the <a href="/wiki/American_Library_Association_(ALA)" class="mw-redirect" title="American Library Association (ALA)">American Library Association (ALA)</a> to convene a panel of educators and librarians in 1987. The Forum, <a href="/wiki/UNESCO" title="UNESCO">UNESCO</a> and <a href="/wiki/International_Federation_of_Library_Associations_and_Institutions" title="International Federation of Library Associations and Institutions">International Federation of Library Associations and Institutions</a> (IFLA) collaborated to organize several "experts meetings" that resulted in the Prague Declaration (2003) and the Alexandria Proclamation (2005). Both statements underscore the importance of information literacy as a basic, fundamental human right, and consider IL as a lifelong learning skill. </p> <div class="mw-heading mw-heading2"><h2 id="Global">Global</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=4" title="Edit section: Global"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="The_International_Federation_of_Library_Associations_and_Institutions_(IFLA)"><span id="The_International_Federation_of_Library_Associations_and_Institutions_.28IFLA.29"></span>The International Federation of Library Associations and Institutions (IFLA)</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=5" title="Edit section: The International Federation of Library Associations and Institutions (IFLA)"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/International_Federation_of_Library_Associations_and_Institutions" title="International Federation of Library Associations and Institutions">International Federation of Library Associations and Institutions</a></div> <p>IFLA has established an Information Literacy Section. The Section has, in turn, developed and mounted an Information Literacy Resources Directory, called InfoLit Global. Librarians, educators and information professionals may self-register and upload information-literacy-related materials. (IFLA, Information Literacy Section, n.d.) According to the IFLA website, "The primary purpose of the Information Literacy Section is to foster international cooperation in the development of information literacy education in all types of libraries and information institutions."<sup id="cite_ref-28" class="reference"><a href="#cite_note-28"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="The_International_Alliance_for_Information_Literacy_(IAIL)"><span id="The_International_Alliance_for_Information_Literacy_.28IAIL.29"></span>The International Alliance for Information Literacy (IAIL)</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=6" title="Edit section: The International Alliance for Information Literacy (IAIL)"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>This alliance was created from the recommendation of the Prague Conference of Information Literacy Experts in 2003. One of its goals is to allow for the sharing of information literacy research and knowledge between nations. The IAIL also sees "lifelong learning" as a basic human right, and their ultimate goal is to use information literacy as a way to allow everyone to participate in the "Information Society" as a way of fulfilling this right.<sup id="cite_ref-29" class="reference"><a href="#cite_note-29"><span class="cite-bracket">[</span>29<span class="cite-bracket">]</span></a></sup> The following organizations are founding members of IAIL: </p> <ul><li>Australian and New Zealand Institute for Information Literacy (ANZIIL), based in Australia and New Zealand<sup id="cite_ref-30" class="reference"><a href="#cite_note-30"><span class="cite-bracket">[</span>30<span class="cite-bracket">]</span></a></sup></li> <li>European Network on Information Literacy (EnIL), based in the European Union<sup id="cite_ref-31" class="reference"><a href="#cite_note-31"><span class="cite-bracket">[</span>31<span class="cite-bracket">]</span></a></sup></li> <li>National Forum on Information Literacy (NFIL), based in the United States<sup id="cite_ref-32" class="reference"><a href="#cite_note-32"><span class="cite-bracket">[</span>32<span class="cite-bracket">]</span></a></sup></li> <li>NORDINFOlit, based in Scandinavia<sup id="cite_ref-33" class="reference"><a href="#cite_note-33"><span class="cite-bracket">[</span>33<span class="cite-bracket">]</span></a></sup></li> <li><a href="/wiki/SCONUL" title="SCONUL">SCONUL</a> (Society of College, National and University Libraries) Advisory Committee on Information Literacy, based in the United Kingdom<sup id="cite_ref-34" class="reference"><a href="#cite_note-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup></li></ul> <div class="mw-heading mw-heading3"><h3 id="UNESCO_Media_and_Information_Literacy">UNESCO Media and Information Literacy</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=7" title="Edit section: UNESCO Media and Information Literacy"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>According to the UNESCO website, their "action to provide people with the skills and abilities for critical reception, assessment and use of information and media in their professional and personal lives."<sup id="cite_ref-35" class="reference"><a href="#cite_note-35"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></a></sup> Their goal is to create information literate societies by creating and maintaining educational policies for information literacy. They work with teachers around the world, training them in the importance of information literacy and providing resources for them to use in their classrooms. </p><p>UNESCO publishes studies in multiple countries, looking at how information literacy is currently taught, how it differs in different demographics, and how to raise awareness. They also publish tools and curricula for school boards and teachers to implement.<sup id="cite_ref-36" class="reference"><a href="#cite_note-36"><span class="cite-bracket">[</span>36<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Specific_aspects">Specific aspects</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=8" title="Edit section: Specific aspects"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In "Information Literacy as a Liberal Art," Jeremy J. Shapiro and Shelley K. Hughes (1996) advocated a more holistic approach to information literacy education, one that encouraged not merely the addition of information technology courses as an adjunct to existing curricula, but rather a radically new conceptualization of "our entire educational curriculum in terms of information." </p><p>Drawing upon Enlightenment ideals like those articulated by <a href="/wiki/Age_of_Enlightenment" title="Age of Enlightenment">Enlightenment</a> philosopher <a href="/wiki/Condorcet" class="mw-redirect" title="Condorcet">Condorcet</a>, Shapiro and Hughes argued that information literacy education is "essential to the future of <a href="/wiki/Democracy" title="Democracy">democracy</a>, if citizens are to be intelligent shapers of the <a href="/wiki/Information_society" title="Information society">information society</a> rather than its pawns, and to humanistic culture, if information is to be part of a meaningful existence rather than a routine of production and consumption." </p><p>To this end, Shapiro and Hughes outlined a "prototype curriculum" that encompassed the concepts of <a href="/wiki/Computer_literacy" title="Computer literacy">computer literacy</a>, library skills, and "a broader, critical conception of a more humanistic sort," suggesting seven important components of a holistic approach to information literacy: </p> <ul><li><i>Tool literacy</i>, or the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.</li> <li><i>Resource literacy</i>, or the ability to understand the form, format, location and access methods of information resources, especially daily expanding networked information resources<sup id="cite_ref-37" class="reference"><a href="#cite_note-37"><span class="cite-bracket">[</span>37<span class="cite-bracket">]</span></a></sup>.</li> <li><i>Social-structural literacy</i>, or understanding how information is socially situated and produced.</li> <li><i>Research literacy</i>, or the ability to understand and use the IT-based tools relevant to the work of today's researcher and scholar.</li> <li><i>Publishing literacy</i>, or the ability to format and publish research and ideas electronically, in textual and multimedia forms ... to introduce them into the electronic public realm and the electronic community of scholars.</li> <li><i>Emerging technology literacy</i>, or the ability to continuously adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.</li> <li><i>Critical literacy</i>, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.<sup id="cite_ref-38" class="reference"><a href="#cite_note-38"><span class="cite-bracket">[</span>38<span class="cite-bracket">]</span></a></sup></li></ul> <p>Ira Shor further defines critical literacy as "[habits] of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, <a href="/wiki/Received_wisdom" class="mw-redirect" title="Received wisdom">received wisdom</a>, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse."<sup id="cite_ref-39" class="reference"><a href="#cite_note-39"><span class="cite-bracket">[</span>39<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Information_literacy_skills">Information literacy skills</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=9" title="Edit section: Information literacy skills"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/CRAAP_test" title="CRAAP test">CRAAP test</a></div> <div class="mw-heading mw-heading3"><h3 id="Big6_skills">Big6 skills</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=10" title="Edit section: Big6 skills"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Big6 (Eisenberg and Berkowitz 1990) is a six-step process that provides support in the activities required to solve information-based problems: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation.<sup id="cite_ref-40" class="reference"><a href="#cite_note-40"><span class="cite-bracket">[</span>40<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-41" class="reference"><a href="#cite_note-41"><span class="cite-bracket">[</span>41<span class="cite-bracket">]</span></a></sup> The Big6 skills have been used in a variety of settings to help those with a variety of needs. For example, the library of Dubai Women's College, in Dubai, United Arab Emirates which is an English as a second language institution, uses the Big6 model for its information literacy workshops. According to Story-Huffman (2009), using Big6 at the college "has transcended cultural and physical boundaries to provide a knowledge base to help students become information literate" (para. 8). In primary grades, Big6 has been found to work well with variety of cognitive and language levels found in the classroom. </p> <style data-mw-deduplicate="TemplateStyles:r1244412712">.mw-parser-output .templatequote{overflow:hidden;margin:1em 0;padding:0 32px}.mw-parser-output .templatequotecite{line-height:1.5em;text-align:left;margin-top:0}@media(min-width:500px){.mw-parser-output .templatequotecite{padding-left:1.6em}}</style><blockquote class="templatequote"><p>Differentiated instruction and the Big6 appear to be made for each other. While it seems as though all children will be on the same Big6 step at the same time during a unit of instruction, there is no reason students cannot work through steps at an individual pace. In addition, the Big 6 process allows for seamless differentiation by interest.<sup id="cite_ref-42" class="reference"><a href="#cite_note-42"><span class="cite-bracket">[</span>42<span class="cite-bracket">]</span></a></sup></p></blockquote> <p>Issues to consider in the Big6 approach have been highlighted by Philip Doty: </p> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote"><p>This approach is problem-based, is designed to fit into the context of Benjamin Bloom's taxonomy of cognitive objectives, and aims toward the development of critical thinking. While the Big6 approach has a great deal of power, it also has serious weaknesses. Chief among these are the fact that users often lack well-formed statements of information needs, as well as the model's reliance on problem-solving rhetoric. Often, the need for information and its use are situated in circumstances that are not as well-defined, discrete, and monolithic as problems.<sup id="cite_ref-43" class="reference"><a href="#cite_note-43"><span class="cite-bracket">[</span>43<span class="cite-bracket">]</span></a></sup></p></blockquote> <p>Eisenberg (2004) has recognized that there are a number of challenges to effectively applying the Big6 skills, not the least of which is <a href="/wiki/Information_overload" title="Information overload">information overload</a> which can overwhelm students. Part of Eisenberg's solution is for schools to help students become discriminating users of information. </p> <div class="mw-heading mw-heading3"><h3 id="Another_conception">Another conception</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=11" title="Edit section: Another conception"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>This conception, used primarily in the <a href="/wiki/Library_science" class="mw-redirect" title="Library science">library and information studies</a> field, and rooted in the concepts of <a href="/wiki/Library_instruction" title="Library instruction">library instruction</a> and bibliographic instruction, is the ability "to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information."<sup id="cite_ref-44" class="reference"><a href="#cite_note-44"><span class="cite-bracket">[</span>44<span class="cite-bracket">]</span></a></sup> In this view, information literacy is the basis for lifelong learning. It is also the basis for evaluating contemporary sources of information. </p><p>In the publication <i>Information Power: Building Partnerships for Learning</i> (AASL and AECT, 1998), three categories, nine standards, and twenty-nine indicators are used to describe the information literate student. </p><p>The categories and their standards are as follows: </p> <div class="mw-heading mw-heading4"><h4 id="Category_1:_Information_literacy">Category 1: Information literacy</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=12" title="Edit section: Category 1: Information literacy"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Standards: The student who is information literate </p> <ol><li>accesses information efficiently and effectively.</li> <li>evaluates information critically and competently.</li> <li>uses information accurately and creatively.</li></ol> <div class="mw-heading mw-heading4"><h4 id="Category_2:_Independent_learning">Category 2: Independent learning</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=13" title="Edit section: Category 2: Independent learning"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Standards: The student who is an independent learner is information literate and </p> <ol><li>pursues information related to personal interests.</li> <li>appreciates literature and other creative expressions of information.</li> <li>strives for excellence in information seeking and knowledge generation.</li></ol> <div class="mw-heading mw-heading4"><h4 id="Category_3:_Social_responsibility">Category 3: Social responsibility</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=14" title="Edit section: Category 3: Social responsibility"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Standards: The student who contributes positively to the learning community and to society is information literate and </p> <ol><li>recognizes the importance of information to a democratic society.</li> <li>practices ethical behavior in regard to information and information technology.</li> <li>participates effectively in groups to pursue and generate information.<sup id="cite_ref-45" class="reference"><a href="#cite_note-45"><span class="cite-bracket">[</span>45<span class="cite-bracket">]</span></a></sup></li></ol> <p>Since information may be presented in a number of formats, the term "information" applies to more than just the printed word. Other <a href="/wiki/Literacy" title="Literacy">literacies</a> such as visual, media, computer, network, and basic literacies are implicit in information literacy. </p><p>Many of those who are in most need of information literacy are often amongst those least able to access the information they require: </p> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote"><p>Minority and at-risk students, illiterate adults, people with English as a second language, and economically disadvantaged people are among those most likely to lack access to the information that can improve their situations. Most are not even aware of the potential help that is available to them.<sup id="cite_ref-46" class="reference"><a href="#cite_note-46"><span class="cite-bracket">[</span>46<span class="cite-bracket">]</span></a></sup></p></blockquote> <p>As the Presidential Committee report points out, members of these disadvantaged groups are often unaware that libraries can provide them with the access, training and information they need. In Osborne (2004), many libraries around the country are finding numerous ways to reach many of these disadvantaged groups by discovering their needs in their own environments (including prisons) and offering them specific services in the libraries themselves. </p> <div class="mw-heading mw-heading2"><h2 id="Effects_on_education">Effects on education</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=15" title="Edit section: Effects on education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The rapidly evolving information landscape has demonstrated a need for education methods and practices to evolve and adapt accordingly. Information literacy is a key focus of educational institutions at all levels and in order to uphold this standard, institutions are promoting a commitment to lifelong learning and an ability to seek out and identify innovations that will be needed to keep pace with or outpace changes.<sup id="cite_ref-skills_47-0" class="reference"><a href="#cite_note-skills-47"><span class="cite-bracket">[</span>47<span class="cite-bracket">]</span></a></sup> </p><p>Educational methods and practices, within our increasingly information-centric society, must facilitate and enhance a student's ability to harness the power of information. Key to harnessing the power of information is the ability to evaluate information, to ascertain among other things its relevance, authenticity and modernity. The information evaluation process is crucial life skill and a basis for lifelong learning.<sup id="cite_ref-evaluation_48-0" class="reference"><a href="#cite_note-evaluation-48"><span class="cite-bracket">[</span>48<span class="cite-bracket">]</span></a></sup> According to Lankshear and Knobel, what is needed in our education system is a new understanding of literacy, information literacy and on literacy teaching. Educators need to learn to account for the context of our culturally and linguistically diverse and increasingly globalized societies. We also need to take account of the burgeoning variety of text forms associated with information and multimedia technologies.<sup id="cite_ref-49" class="reference"><a href="#cite_note-49"><span class="cite-bracket">[</span>49<span class="cite-bracket">]</span></a></sup> </p><p>Evaluation consists of several component processes including metacognition, goals, personal disposition, cognitive development, deliberation, and decision-making. This is both a difficult and complex challenge and underscores the importance of being able to think critically. </p><p>Critical thinking is an important educational outcome for students.<sup id="cite_ref-evaluation_48-1" class="reference"><a href="#cite_note-evaluation-48"><span class="cite-bracket">[</span>48<span class="cite-bracket">]</span></a></sup> Education institutions have experimented with several strategies to help foster critical thinking, as a means to enhance information evaluation and information literacy among students. When evaluating evidence, students should be encouraged to practice formal argumentation.<sup id="cite_ref-50" class="reference"><a href="#cite_note-50"><span class="cite-bracket">[</span>50<span class="cite-bracket">]</span></a></sup> Debates and formal presentations must also be encouraged to analyze and critically evaluate information. </p><p>Education professionals must underscore the importance of high information quality. Students must be trained to distinguish between fact and opinion. They must be encouraged to use cue words such as "I think" and "I feel" to help distinguish between factual information and opinions. Information related skills that are complex or difficult to comprehend must be broken down into smaller parts. Another approach would be to train students in familiar contexts. Education professionals should encourage students to examine "causes" of behaviors, actions and events. Research shows that people evaluate more effectively if causes are revealed, where available.<sup id="cite_ref-skills_47-1" class="reference"><a href="#cite_note-skills-47"><span class="cite-bracket">[</span>47<span class="cite-bracket">]</span></a></sup> </p><p>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 (Association of College, p. 5). </p><p>Some call for increased critical analysis in Information Literacy instruction. Smith (2013) identifies this as beneficial "to individuals, particularly young people during their period of formal education. It could equip them with the skills they need to understand the political system and their place within it, and, where necessary, to challenge this" (p. 16).<sup id="cite_ref-51" class="reference"><a href="#cite_note-51"><span class="cite-bracket">[</span>51<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Education_in_the_U.S.">Education in the U.S.</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=16" title="Edit section: Education in the U.S."><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="Standards">Standards</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=17" title="Edit section: Standards"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>National content standards, state standards and information literacy skills terminology may vary, but all have common components relating to information literacy. </p><p>Information literacy skills are critical to several of the National Education Goals outlined in the <a href="/wiki/Goals_2000" title="Goals 2000">Goals 2000: Educate America Act</a>, particularly in the act's aims to increase "school readiness," "student achievement and <a href="/wiki/Citizenship" title="Citizenship">citizenship</a>," and "<a href="/wiki/Literacy" title="Literacy">adult literacy</a> and <a href="/wiki/Lifelong_learning" title="Lifelong learning">lifelong learning</a>."<sup id="cite_ref-52" class="reference"><a href="#cite_note-52"><span class="cite-bracket">[</span>52<span class="cite-bracket">]</span></a></sup> Of specific relevance are the "focus on <a href="/wiki/Lifelong_learning" title="Lifelong learning">lifelong learning</a>, the ability to <a href="/wiki/Critical_thinking" title="Critical thinking">think critically</a>, and on the use of new and existing information for <a href="/wiki/Problem_solving" title="Problem solving">problem solving</a>," all of which are important components of information literacy.<sup id="cite_ref-53" class="reference"><a href="#cite_note-53"><span class="cite-bracket">[</span>53<span class="cite-bracket">]</span></a></sup> </p><p>In 1998, the <a href="/wiki/American_Association_of_School_Librarians" title="American Association of School Librarians">American Association of School Librarians</a> and the <a href="/wiki/Association_for_Educational_Communications_and_Technology" title="Association for Educational Communications and Technology">Association for Educational Communications and Technology</a> published "Information Literacy Standards for Student Learning," which identified nine standards that librarians and teachers in K–12 schools could use to describe information literate students and define the relationship of information literacy to independent learning and social responsibility: </p> <ul><li>Standard One: The student who is information literate accesses information efficiently and effectively.</li> <li>Standard Two: The student who is information literate evaluates information critically and competently.</li> <li>Standard Three: The student who is information literate uses information accurately and creatively.</li> <li>Standard Four: The student who is an independent learner is information literate and pursues information related to personal interests.</li> <li>Standard Five: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.</li> <li>Standard Six: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.</li> <li>Standard Seven: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.</li> <li>Standard Eight: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.</li> <li>Standard Nine: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.<sup id="cite_ref-AASL_Standards_20-1" class="reference"><a href="#cite_note-AASL_Standards-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup></li></ul> <p>In 2007 AASL expanded and restructured the standards that school librarians should strive for in their teaching. These were published as "Standards for the 21st Century Learner" and address several literacies: information, technology, visual, textual, and digital. These aspects of literacy were organized within four key goals: that "learners use of skills, resources, & tools" to "inquire, think critically, and gain knowledge"; to "draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge"; to "share knowledge and participate ethically and productively as members of our democratic society"; and to "pursue personal and aesthetic growth."<sup id="cite_ref-54" class="reference"><a href="#cite_note-54"><span class="cite-bracket">[</span>54<span class="cite-bracket">]</span></a></sup> </p><p>In 2000, the Association of College and Research Libraries (ACRL), a division of the <a href="/wiki/American_Library_Association" title="American Library Association">American Library Association</a> (ALA), released "Information Literacy Competency Standards for Higher Education," describing five standards and numerous performance indicators considered best practices for the implementation and assessment of postsecondary information literacy programs.<sup id="cite_ref-higher_55-0" class="reference"><a href="#cite_note-higher-55"><span class="cite-bracket">[</span>55<span class="cite-bracket">]</span></a></sup> The five standards are: </p> <ul><li>Standard One: The information literate student determines the nature and extent of the information needed.</li> <li>Standard Two: The information literate student accesses needed information effectively and efficiently.</li> <li>Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.</li> <li>Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.</li> <li>Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.<sup id="cite_ref-higher_55-1" class="reference"><a href="#cite_note-higher-55"><span class="cite-bracket">[</span>55<span class="cite-bracket">]</span></a></sup></li></ul> <p>These standards were meant to span from the simple to more complicated, or in terms of Bloom's <a href="/wiki/Taxonomy_of_Educational_Objectives" class="mw-redirect" title="Taxonomy of Educational Objectives">Taxonomy of Educational Objectives</a>, from the "lower order" to the "higher order." Lower order skills would involve for instance being able to use an online catalog to find a book relevant to an information need in an academic library. Higher order skills would involve critically evaluating and synthesizing information from multiple sources into a coherent interpretation or argument.<sup id="cite_ref-56" class="reference"><a href="#cite_note-56"><span class="cite-bracket">[</span>56<span class="cite-bracket">]</span></a></sup> </p><p>In 2016, the Association of College and Research Librarians (ACRL) rescinded the Standards and replaced them with the Framework for Information Literacy for Higher Education, which offers the following set of core ideas: </p> <ul><li>Authority is constructed and contextual</li> <li>Information creation as a process</li> <li>Information has value</li> <li>Research as inquiry</li> <li>Scholarship as conversation</li> <li>Searching as strategic exploration</li></ul> <p>The Framework is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. At the<sup id="cite_ref-57" class="reference"><a href="#cite_note-57"><span class="cite-bracket">[</span>57<span class="cite-bracket">]</span></a></sup> heart of this Framework are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole.<sup id="cite_ref-58" class="reference"><a href="#cite_note-58"><span class="cite-bracket">[</span>58<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="K–12_education_restructuring"><span id="K.E2.80.9312_education_restructuring"></span>K–12 education restructuring</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=18" title="Edit section: K–12 education restructuring"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Today instruction methods have changed drastically from the mostly one-directional teacher-student model, to a more collaborative approach where the students themselves feel empowered. Much of this challenge is now being informed by the <a href="/wiki/American_Association_of_School_Librarians" title="American Association of School Librarians">American Association of School Librarians</a> that published new standards for student learning in 2007. </p><p>Within the K–12 environment, effective curriculum development is vital to imparting Information Literacy skills to students. Given the already heavy load on students, efforts must be made to avoid curriculum overload.<sup id="cite_ref-effective_59-0" class="reference"><a href="#cite_note-effective-59"><span class="cite-bracket">[</span>59<span class="cite-bracket">]</span></a></sup> Eisenberg strongly recommends adopting a collaborative approach to curriculum development among classroom teachers, librarians, technology teachers, and other educators. Staff must be encouraged to work together to analyze student curriculum needs, develop a broad instruction plan, set information literacy goals, and design specific unit and lesson plans that integrate the information skills and classroom content. These educators can also collaborate on teaching and assessment duties </p><p>Educators are selecting various forms of <a href="/wiki/Resource-based_learning" title="Resource-based learning">resource-based learning</a> (authentic learning, problem-based learning and work-based learning) to help students focus on the process and to help students learn from the content. Information literacy skills are necessary components of each. Within a school setting, it is very important that a students' specific needs as well as the situational context be kept in mind when selecting topics for integrated information literacy skills instruction. The primary goal should be to provide frequent opportunities for students to learn and practice information problem solving.<sup id="cite_ref-effective_59-1" class="reference"><a href="#cite_note-effective-59"><span class="cite-bracket">[</span>59<span class="cite-bracket">]</span></a></sup> To this extent, it is also vital to facilitate repetition of information seeking actions and behavior. The importance of repetition in information literacy lesson plans cannot be underscored, since we tend to learn through repetition. A students' proficiency will improve over time if they are afforded regular opportunities to learn and to apply the skills they have learnt. </p><p>The process approach to education is requiring new forms of student assessment. Students demonstrate their skills, assess their own learning, and evaluate the processes by which this learning has been achieved by preparing portfolios, learning and research logs, and using rubrics. </p> <div class="mw-heading mw-heading3"><h3 id="Efforts_in_K–12_education"><span id="Efforts_in_K.E2.80.9312_education"></span>Efforts in K–12 education</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=19" title="Edit section: Efforts in K–12 education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Information literacy efforts are underway on individual, local, and regional bases. </p><p>Many states have either fully adopted AASL information literacy standards or have adapted them to suit their needs.<sup id="cite_ref-skills_47-2" class="reference"><a href="#cite_note-skills-47"><span class="cite-bracket">[</span>47<span class="cite-bracket">]</span></a></sup> States such as Oregon (OSLIS, 2009)<sup id="cite_ref-60" class="reference"><a href="#cite_note-60"><span class="cite-bracket">[</span>60<span class="cite-bracket">]</span></a></sup> increasing rely on these guidelines for curriculum development and setting information literacy goals. Virginia,<sup id="cite_ref-61" class="reference"><a href="#cite_note-61"><span class="cite-bracket">[</span>61<span class="cite-bracket">]</span></a></sup> on the other hand, chose to undertake a comprehensive review, involving all relevant stakeholders and formulate its own guidelines and standards for information literacy. At an international level, two framework documents jointly produced by UNESCO and the IFLA (International Federation of Library Associations and Institutions) developed two framework documents that laid the foundations in helping define the educational role to be played by school libraries: the School library manifesto (1999).<sup id="cite_ref-62" class="reference"><a href="#cite_note-62"><span class="cite-bracket">[</span>62<span class="cite-bracket">]</span></a></sup> </p><p>Another immensely popular approach to imparting information literacy is the Big6 set of skills.<sup id="cite_ref-effective_59-2" class="reference"><a href="#cite_note-effective-59"><span class="cite-bracket">[</span>59<span class="cite-bracket">]</span></a></sup> Eisenberg claims that the Big6 is the most widely used model in K–12 education. This set of skills seeks to articulate the entire information seeking life cycle. The Big6 is made up of six major stages and two sub-stages under each major stages. It defines the six steps as being: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. Such approaches seek to cover the full range of information problem-solving actions that a person would normally undertake, when faced with an information problem or with making a decision based on available resources. </p> <div class="mw-heading mw-heading3"><h3 id="Efforts_in_higher_education">Efforts in higher education</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=20" title="Edit section: Efforts in higher education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Information literacy instruction in higher education can take a variety of forms: stand-alone courses or classes, online tutorials, workbooks, course-related instruction, or course-integrated instruction. </p><p>The six regional accreditation boards have added information literacy to their standards.<sup id="cite_ref-Accreditation_63-0" class="reference"><a href="#cite_note-Accreditation-63"><span class="cite-bracket">[</span>63<span class="cite-bracket">]</span></a></sup> Librarians often are required to teach the concepts of information literacy during "one shot" classroom lectures. There are also credit courses offered by academic librarians to instruct college students in becoming more information literate. Additionally, information literacy instruction is usually tailored to a specific disciplines. One such attempt in the area of physics was published in 2009 but there are many many more published.<sup id="cite_ref-64" class="reference"><a href="#cite_note-64"><span class="cite-bracket">[</span>64<span class="cite-bracket">]</span></a></sup> </p><p>In 2016, the <a href="/wiki/Association_of_College_and_Research_Libraries" class="mw-redirect" title="Association of College and Research Libraries">Association of College and Research Libraries</a> (ACRL, part of the <a href="/wiki/American_Library_Association" title="American Library Association">American Library Association</a>) adopted a new "Framework for Information Literacy for Higher Education,"<sup id="cite_ref-65" class="reference"><a href="#cite_note-65"><span class="cite-bracket">[</span>65<span class="cite-bracket">]</span></a></sup> replacing the ACRL's "Information Literacy Standards for Higher Education" that had been approved in 2000. The standards were largely criticized by proponents of <i>critical information literacy</i>, a concept deriving from <a href="/wiki/Critical_pedagogy" title="Critical pedagogy">critical pedagogy</a>, for being too prescriptive.<sup id="cite_ref-66" class="reference"><a href="#cite_note-66"><span class="cite-bracket">[</span>66<span class="cite-bracket">]</span></a></sup> It's termed a "framework" because it consists of interconnected core concepts designed to be interpreted and implemented locally depending on the context and needs of the audience. The framework draws on recent research around threshold concepts, or the ideas that are gateways to broader understanding or skills in a given discipline.<sup id="cite_ref-67" class="reference"><a href="#cite_note-67"><span class="cite-bracket">[</span>67<span class="cite-bracket">]</span></a></sup> It also draws on newer research around metaliteracy, and assumes a more holistic view of information literacy that includes creation and collaboration in addition to consumption, so is appropriate for current practices around social media and Web 2.0.<sup id="cite_ref-:0_68-0" class="reference"><a href="#cite_note-:0-68"><span class="cite-bracket">[</span>68<span class="cite-bracket">]</span></a></sup> The six concepts, or frames, are: </p> <ul><li>Authority is constructed and contextual</li> <li>Information creation as a process</li> <li>Information has value</li> <li>Research as inquiry</li> <li>Scholarship as conversation</li> <li>Searching as strategic exploration</li></ul> <p>This draws from the concept of <a href="/wiki/Metaliteracy" title="Metaliteracy">metaliteracy</a>,<sup id="cite_ref-:0_68-1" class="reference"><a href="#cite_note-:0-68"><span class="cite-bracket">[</span>68<span class="cite-bracket">]</span></a></sup> which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces (Association of College, p. 2) There is a growing body of scholarly research describing faculty-librarian collaboration to bring information literacy skills practice into higher education curriculum, moving beyond "one shot" lectures to an integrated model in which librarians help design assignments, create guides to useful course resources, and provide direct support to students throughout courses.<sup id="cite_ref-69" class="reference"><a href="#cite_note-69"><span class="cite-bracket">[</span>69<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-70" class="reference"><a href="#cite_note-70"><span class="cite-bracket">[</span>70<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-71" class="reference"><a href="#cite_note-71"><span class="cite-bracket">[</span>71<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-72" class="reference"><a href="#cite_note-72"><span class="cite-bracket">[</span>72<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-73" class="reference"><a href="#cite_note-73"><span class="cite-bracket">[</span>73<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-74" class="reference"><a href="#cite_note-74"><span class="cite-bracket">[</span>74<span class="cite-bracket">]</span></a></sup> A recent literature review indicates that there is still a lack of evidence concerning the unique information literacy practices of doctoral students, especially within disciplines such as the health sciences.<sup id="cite_ref-75" class="reference"><a href="#cite_note-75"><span class="cite-bracket">[</span>75<span class="cite-bracket">]</span></a></sup> </p><p>There have also been efforts in higher education to highlight issues of data privacy, as they relate to information literacy. For example, at the <a href="/wiki/University_of_North_Florida" title="University of North Florida">University of North Florida</a>, in 2021, data privacy was added to their Library and Information Studies curriculum. The history of data privacy was included in this change, as well as topics such as, "data collection, data brokers, browser fingerprinting, cookies, data security, IP ranges, SSO, http vs https, anonymization, encryption, opt out vs opt in. These are all areas in which information professionals can improve information literacy, through understanding data privacy, practicing good techniques for data privacy, and teaching patrons about the importance/techniques for data privacy.<sup id="cite_ref-76" class="reference"><a href="#cite_note-76"><span class="cite-bracket">[</span>76<span class="cite-bracket">]</span></a></sup> Additionally, information literacy instruction has been offered focusing on <a href="/wiki/Fake_news" title="Fake news">fake news</a>.<sup id="cite_ref-77" class="reference"><a href="#cite_note-77"><span class="cite-bracket">[</span>77<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Distance_education">Distance education</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=21" title="Edit section: Distance education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Distance_education" title="Distance education">Distance education</a></div> <p>Now that information literacy has become a part of the core curriculum at many post-secondary institutions, the library community is charged to provide information literacy instruction in a variety of formats, including <a href="/wiki/Online_learning_in_higher_education" title="Online learning in higher education">online learning</a> and distance education. The <a href="/wiki/Association_of_College_and_Research_Libraries" class="mw-redirect" title="Association of College and Research Libraries">Association of College and Research Libraries</a> (ACRL) addresses this need in its Guidelines for Distance Education Services (2000): </p> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote"><p>Library resources and services in institutions of higher education must meet the needs of all their faculty, students, and academic support staff, wherever these individuals are located, whether on a main campus, off campus, in distance education or extended campus programs—or in the absence of a campus at all, in courses taken for credit or non-credit; in continuing education programs; in courses attended in person or by means of electronic transmission; or any other means of distance education.</p></blockquote> <p>Within the e-learning and <a href="/wiki/Distance_education" title="Distance education">distance education</a> worlds, providing effective information literacy programs brings together the challenges of both distance librarianship and instruction. With the prevalence of course management systems such as <a href="/wiki/WebCT" title="WebCT">WebCT</a> and <a href="/wiki/Blackboard_Inc." class="mw-redirect" title="Blackboard Inc.">Blackboard</a>, library staff are embedding information literacy training within academic programs and within individual classes themselves.<sup id="cite_ref-78" class="reference"><a href="#cite_note-78"><span class="cite-bracket">[</span>78<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Education_in_Singapore">Education in Singapore</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=22" title="Edit section: Education in Singapore"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="Public_education">Public education</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=23" title="Edit section: Public education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In October 2013, the <a href="/wiki/National_Library,_Singapore" title="National Library, Singapore">National Library of Singapore</a> (NLB) created the S.U.R.E, (Source, Understand, Research, Evaluate) campaign.<sup id="cite_ref-79" class="reference"><a href="#cite_note-79"><span class="cite-bracket">[</span>79<span class="cite-bracket">]</span></a></sup> The objectives and strategies of the S.U.R.E. campaign were first presented at the 2014 IFLA WLIC.<sup id="cite_ref-80" class="reference"><a href="#cite_note-80"><span class="cite-bracket">[</span>80<span class="cite-bracket">]</span></a></sup> It is summarised by NLB as simplifying information literacy into four basic building blocks, to "promote and educate the importance of Information Literacy and discernment in information searching."<sup id="cite_ref-81" class="reference"><a href="#cite_note-81"><span class="cite-bracket">[</span>81<span class="cite-bracket">]</span></a></sup> </p><p>Public events furthering the S.U.R.E. campaign were organised 2015. This was called the "Super S.U.R.E. Show" involving speakers to engage the public with their anecdotes and other learning points, for example the ability to separate fact from opinion.<sup id="cite_ref-82" class="reference"><a href="#cite_note-82"><span class="cite-bracket">[</span>82<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Higher_Education">Higher Education</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=24" title="Edit section: Higher Education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Information literacy is taught by librarians at institutes of higher education. Some components of information literacy are embedded in the undergraduate curriculum at the <a href="/wiki/National_University_of_Singapore" title="National University of Singapore">National University of Singapore</a>.<sup id="cite_ref-83" class="reference"><a href="#cite_note-83"><span class="cite-bracket">[</span>83<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Assessment">Assessment</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=25" title="Edit section: Assessment"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Many academic libraries are participating in a culture of assessment, and attempt to show the value of their information literacy interventions to their students. Librarians use a variety of techniques for this assessment, some of which aim to empower students and librarians and resist adherence to unquestioned norms.<sup id="cite_ref-84" class="reference"><a href="#cite_note-84"><span class="cite-bracket">[</span>84<span class="cite-bracket">]</span></a></sup> Information literacy instruction has been shown to improve student outcomes in higher education.<sup id="cite_ref-85" class="reference"><a href="#cite_note-85"><span class="cite-bracket">[</span>85<span class="cite-bracket">]</span></a></sup> Oakleaf describes the benefits and dangers of various assessment approaches: <a href="/wiki/Multiple_choice_test" class="mw-redirect" title="Multiple choice test">fixed-choice tests</a>, performance assessments, and <a href="/wiki/Rubric_(academic)" title="Rubric (academic)">rubrics</a>.<sup id="cite_ref-86" class="reference"><a href="#cite_note-86"><span class="cite-bracket">[</span>86<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Public_libraries">Public libraries</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=26" title="Edit section: Public libraries"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In public libraries, information literacy is connected to <a href="/wiki/Lifelong_learning" title="Lifelong learning">lifelong learning</a>, development of employability skills, personal health management, and <a href="/wiki/Informal_learning" title="Informal learning">informal learning</a>.<sup id="cite_ref-87" class="reference"><a href="#cite_note-87"><span class="cite-bracket">[</span>87<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=27" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1184024115">.mw-parser-output .div-col{margin-top:0.3em;column-width:30em}.mw-parser-output .div-col-small{font-size:90%}.mw-parser-output .div-col-rules{column-rule:1px solid #aaa}.mw-parser-output .div-col dl,.mw-parser-output .div-col ol,.mw-parser-output .div-col ul{margin-top:0}.mw-parser-output .div-col li,.mw-parser-output .div-col dd{page-break-inside:avoid;break-inside:avoid-column}</style><div class="div-col" style="column-width: 22em;"> <ul><li><a href="/wiki/Criteria_of_truth" title="Criteria of truth">Criteria of truth</a> – Standards and rules used to judge the accuracy of statements and claims</li> <li><a href="/wiki/Epistemology" title="Epistemology">Epistemology</a> – Philosophical study of knowledge</li> <li><a href="/wiki/Information_excellence" title="Information excellence">Information excellence</a></li> <li><a href="/wiki/Information_literacies" class="mw-redirect" title="Information literacies">Information literacies</a> – Overview of information and media literacy<span style="display:none" class="category-annotation-with-redirected-description">Pages displaying short descriptions of redirect targets</span></li> <li><a href="/wiki/Methodology" title="Methodology">Methodology</a> – Study of research methods</li> <li><a href="/wiki/Project_Information_Literacy" title="Project Information Literacy">Project Information Literacy</a></li> <li><a href="/wiki/Scholarly_method" title="Scholarly method">Scholarly method</a> – Body of principles and practices used by scholars and academics to make their claims</li> <li><a href="/wiki/Scientific_method" title="Scientific method">Scientific method</a> – Interplay between observation, experiment, and theory in science</li> <li><a href="/wiki/Source_criticism" title="Source criticism">Source criticism</a> – Process of evaluating an information source</li> <li><a href="/wiki/Textual_criticism" title="Textual criticism">Textual criticism</a> – Identification of textual variants</li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=28" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="#cite_ref-1">^</a></b></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf">"Framework for Information Literacy"</a> <span class="cs1-format">(PDF)</span>. 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(2004). Information literacy develops globally: The role of the national forum on information literacy. Knowledge Quest.</a></li> <li>Breivik P.S. and Gee, E.G. (2006). Higher Education in the Internet Age: Libraries Creating a Strategic Edge. Westport, CT: Greenwood Publishing.</li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=30" title="Edit section: Further reading"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239549316"><div class="refbegin" style=""> <ul><li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAssociation_of_College_and_Research_Libraries2016" class="citation web cs1">Association of College and Research Libraries (2016). <a rel="nofollow" class="external text" href="http://www.ala.org/acrl/standards/ilframework">"Framework for Information Literacy for Higher Education"</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Framework+for+Information+Literacy+for+Higher+Education&rft.date=2016&rft.au=Association+of+College+and+Research+Libraries&rft_id=http%3A%2F%2Fwww.ala.org%2Facrl%2Fstandards%2Filframework&rfr_id=info%3Asid%2Fen.wikipedia.org%3AInformation+literacy" class="Z3988"></span></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAssociation_of_College_Research_Libraries2007" class="citation web cs1">Association of College Research Libraries (2007). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20080705142433/http://www.ala.org/ala/acrlbucket/is/publicationsacrl/tmcfyebib.cfm">"The First-Year Experience and Academic Libraries: A Select, Annotated Bibliography"</a>. Archived from <a rel="nofollow" class="external text" href="http://www.ala.org/ala/acrlbucket/is/publicationsacrl/tmcfyebib.cfm">the original</a> on 5 July 2008<span class="reference-accessdate">. Retrieved <span class="nowrap">April 20,</span> 2008</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=The+First-Year+Experience+and+Academic+Libraries%3A+A+Select%2C+Annotated+Bibliography&rft.date=2007&rft.au=Association+of+College+Research+Libraries&rft_id=http%3A%2F%2Fwww.ala.org%2Fala%2Facrlbucket%2Fis%2Fpublicationsacrl%2Ftmcfyebib.cfm&rfr_id=info%3Asid%2Fen.wikipedia.org%3AInformation+literacy" class="Z3988"></span></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBarner1996" class="citation journal cs1">Barner, R. (March–April 1996). "Seven changes that will challenge managers-and workers". <i>The Futurist</i>. <b>30</b> (2): 14–18.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=The+Futurist&rft.atitle=Seven+changes+that+will+challenge+managers-and+workers&rft.volume=30&rft.issue=2&rft.pages=14-18&rft.date=1996-03%2F1996-04&rft.aulast=Barner&rft.aufirst=R.&rfr_id=info%3Asid%2Fen.wikipedia.org%3AInformation+literacy" class="Z3988"></span></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBreivikSenn1998" class="citation book cs1">Breivik, P. S.; Senn, J. A. (1998). <i>Information literacy: Educating children for the 21st century</i> (2nd ed.). Washington, DC: National Education Association.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Information+literacy%3A+Educating+children+for+the+21st+century&rft.place=Washington%2C+DC&rft.edition=2nd&rft.pub=National+Education+Association&rft.date=1998&rft.aulast=Breivik&rft.aufirst=P.+S.&rft.au=Senn%2C+J.+A.&rfr_id=info%3Asid%2Fen.wikipedia.org%3AInformation+literacy" class="Z3988"></span></li> <li>Bruch, C & Wilkinson, C.W. (2012). Surveying Terrain, Clearing Pathways, in <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFWilkinson2012" class="citation book cs1">Wilkinson, Carroll (2012). <i>Transforming Information Literacy Programs: Intersecting Frontiers of Self, Library Culture, and Campus Community</i>. 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Retrieved October 27, 2009 from <a rel="nofollow" class="external free" href="https://web.archive.org/web/20110602181538/http://gov.ca.gov/news.php?id=12393">https://web.archive.org/web/20110602181538/http://gov.ca.gov/news.php?id=12393</a></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSCONUL2007" class="citation book cs1">SCONUL (2007). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20071028011653/http://www.sconul.ac.uk/groups/information_literacy/sp/model.html"><i>The Seven Pillars of Information Literacy model</i></a>. Archived from <a rel="nofollow" class="external text" href="http://www.sconul.ac.uk/groups/information_literacy/sp/model.html">the original</a> on 28 October 2007<span class="reference-accessdate">. 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The University of Chicago Press: 329–345. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1086%2F497311">10.1086/497311</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:145068426">145068426</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=The+Library+Quarterly&rft.atitle=Information+Literacy+as+a+Sociotechnical+Practice&rft.volume=75&rft.issue=3&rft.pages=329-345&rft.date=2005&rft_id=info%3Adoi%2F10.1086%2F497311&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A145068426%23id-name%3DS2CID&rft.aulast=Tuominen&rft.aufirst=Kimmo&rft.au=Savolainen%2C+Reijo&rft.au=Talja%2C+Sanna&rfr_id=info%3Asid%2Fen.wikipedia.org%3AInformation+literacy" class="Z3988"></span></li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Information_literacy&action=edit&section=31" title="Edit section: External links"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1235681985">.mw-parser-output .side-box{margin:4px 0;box-sizing:border-box;border:1px solid #aaa;font-size:88%;line-height:1.25em;background-color:var(--background-color-interactive-subtle,#f8f9fa);display:flow-root}.mw-parser-output .side-box-abovebelow,.mw-parser-output .side-box-text{padding:0.25em 0.9em}.mw-parser-output .side-box-image{padding:2px 0 2px 0.9em;text-align:center}.mw-parser-output .side-box-imageright{padding:2px 0.9em 2px 0;text-align:center}@media(min-width:500px){.mw-parser-output .side-box-flex{display:flex;align-items:center}.mw-parser-output .side-box-text{flex:1;min-width:0}}@media(min-width:720px){.mw-parser-output .side-box{width:238px}.mw-parser-output .side-box-right{clear:right;float:right;margin-left:1em}.mw-parser-output .side-box-left{margin-right:1em}}</style><div class="side-box metadata side-box-right"><style data-mw-deduplicate="TemplateStyles:r1126788409">.mw-parser-output .plainlist ol,.mw-parser-output .plainlist ul{line-height:inherit;list-style:none;margin:0;padding:0}.mw-parser-output .plainlist ol li,.mw-parser-output .plainlist ul li{margin-bottom:0}</style> <div class="side-box-abovebelow"> <a href="/wiki/Wikipedia:The_Wikipedia_Library" title="Wikipedia:The Wikipedia Library">Library resources</a> about <br /> <b>Information literacy</b> <hr /></div> <div class="side-box-flex"> <div class="side-box-text plainlist"><ul><li><a class="external text" href="https://ftl.toolforge.org/cgi-bin/ftl?st=wp&su=Information+literacy">Resources in your library</a></li> <li><a class="external text" href="https://ftl.toolforge.org/cgi-bin/ftl?st=wp&su=Information+literacy&library=0CHOOSE0">Resources in other libraries</a></li> </ul></div></div> </div> <ul><li><a rel="nofollow" class="external text" href="http://eldwiki.lib.ucdavis.edu/index.php/Information_Literacy">ELD information literacy wiki, U. Cal. Davis</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20120103081919/http://eldwiki.lib.ucdavis.edu/index.php/Information_Literacy">Archived</a> 2012-01-03 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a></li></ul> <div class="navbox-styles"><style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul 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.navbox-group,.mw-parser-output .navbox-subgroup .navbox-title{background-color:#ddf}.mw-parser-output .navbox-subgroup .navbox-group,.mw-parser-output .navbox-subgroup .navbox-abovebelow{background-color:#e6e6ff}.mw-parser-output .navbox-even{background-color:#f7f7f7}.mw-parser-output .navbox-odd{background-color:transparent}.mw-parser-output .navbox .hlist td dl,.mw-parser-output .navbox .hlist td ol,.mw-parser-output .navbox .hlist td ul,.mw-parser-output .navbox td.hlist dl,.mw-parser-output .navbox td.hlist ol,.mw-parser-output .navbox td.hlist ul{padding:0.125em 0}.mw-parser-output .navbox .navbar{display:block;font-size:100%}.mw-parser-output .navbox-title .navbar{float:left;text-align:left;margin-right:0.5em}body.skin--responsive .mw-parser-output .navbox-image img{max-width:none!important}@media print{body.ns-0 .mw-parser-output .navbox{display:none!important}}</style></div><div role="navigation" class="navbox" aria-labelledby="Libraries_and_library_science" style="padding:3px"><table class="nowraplinks hlist mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1239400231">.mw-parser-output .navbar{display:inline;font-size:88%;font-weight:normal}.mw-parser-output .navbar-collapse{float:left;text-align:left}.mw-parser-output .navbar-boxtext{word-spacing:0}.mw-parser-output .navbar ul{display:inline-block;white-space:nowrap;line-height:inherit}.mw-parser-output .navbar-brackets::before{margin-right:-0.125em;content:"[ "}.mw-parser-output .navbar-brackets::after{margin-left:-0.125em;content:" ]"}.mw-parser-output .navbar li{word-spacing:-0.125em}.mw-parser-output .navbar a>span,.mw-parser-output .navbar a>abbr{text-decoration:inherit}.mw-parser-output .navbar-mini abbr{font-variant:small-caps;border-bottom:none;text-decoration:none;cursor:inherit}.mw-parser-output .navbar-ct-full{font-size:114%;margin:0 7em}.mw-parser-output .navbar-ct-mini{font-size:114%;margin:0 4em}html.skin-theme-clientpref-night .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}@media(prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}}@media print{.mw-parser-output .navbar{display:none!important}}</style><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Libraries_and_library_science" title="Template:Libraries and library science"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Libraries_and_library_science" title="Template talk:Libraries and library science"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Libraries_and_library_science" title="Special:EditPage/Template:Libraries and library science"><abbr title="Edit this template">e</abbr></a></li></ul></div><div id="Libraries_and_library_science" style="font-size:114%;margin:0 4em"><a href="/wiki/Library" title="Library">Libraries</a> and <a href="/wiki/Library_science" class="mw-redirect" title="Library science">library science</a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Category:Types_of_library" title="Category:Types of library">Types of library</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Academic_library" title="Academic library">Academic</a></li> <li><a href="/wiki/Archive" title="Archive">Archive</a></li> <li><a href="/wiki/Library_branch" title="Library branch">Branch</a></li> <li><a href="/wiki/Library#Children's_libraries" title="Library">Children's</a></li> <li><a href="/wiki/Christian_library" title="Christian library">Christian</a></li> <li><a href="/wiki/Library_consortium" title="Library consortium">Consortium</a></li> <li><a href="/wiki/Digital_library" title="Digital library">Digital</a> <ul><li><a href="/wiki/Shadow_library" title="Shadow library">shadow</a></li></ul></li> <li><a href="/wiki/Hybrid_library" title="Hybrid library">Hybrid</a></li> <li><a href="/wiki/Law_library" title="Law library">Law</a></li> <li><a href="/wiki/Lending_library" title="Lending library">Lending</a></li> <li><a href="/wiki/Library_of_things" title="Library of things">Library of things</a></li> <li><a href="/wiki/Map_collection" title="Map collection">Map</a></li> <li><a href="/wiki/Medical_library" title="Medical library">Medicine</a></li> <li><a href="/wiki/Bookmobile" title="Bookmobile">Mobile</a></li> <li><a href="/wiki/Music_library" title="Music library">Music</a></li> <li><a href="/wiki/National_library" title="National library">National</a></li> <li><a href="/wiki/Presidential_library" title="Presidential library">Presidential</a> <ul><li><a href="/wiki/Presidential_library_system" title="Presidential library system">U.S.</a></li></ul></li> <li><a href="/wiki/Prison_library" title="Prison library">Prison</a></li> <li><a href="/wiki/Private_library" title="Private library">Private</a></li> <li><a href="/wiki/Public_library" title="Public library">Public</a> <ul><li><a href="/wiki/Carnegie_library" title="Carnegie library">Carnegie</a></li></ul></li> <li><a href="/wiki/Research_library" title="Research library">Research</a></li> <li><a href="/wiki/School_library" title="School library">School</a> <ul><li><a href="/wiki/Learning_Resource_Centre" title="Learning Resource Centre">Learning Resource Centre</a></li> <li><a href="/wiki/Virtual_school_libraries_in_the_United_States" title="Virtual school libraries in the United States">virtual</a></li></ul></li> <li><a href="/wiki/Special_collections" title="Special collections">Special collections</a></li> <li><a href="/wiki/Special_library" title="Special library">Special library</a></li> <li><a href="/wiki/Public_bookcase" title="Public bookcase">Street</a></li> <li><a href="/wiki/Subscription_library" title="Subscription library">Subscription</a></li> <li><a href="/wiki/Tool_library" title="Tool library">Tool</a></li> <li><a href="/wiki/Toy_library" title="Toy library">Toy</a></li> <li><a href="/wiki/Transportation_library" title="Transportation library">Transportation</a></li> <li><a href="/wiki/Traveling_library" title="Traveling library">Traveling</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Types of <a href="/wiki/Librarian" title="Librarian">librarian</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Distance_education_librarian" title="Distance education librarian">Distance education</a></li> <li><a href="/wiki/E-Science_librarianship" title="E-Science librarianship">E-science</a></li> <li><a href="/wiki/Foreign,_comparative,_and_international_law_librarian" title="Foreign, comparative, and international law librarian">Law</a></li> <li><a href="/wiki/Music_librarianship" title="Music librarianship">Music</a> <ul><li><a href="/wiki/Ensemble_librarianship" title="Ensemble librarianship">ensemble</a></li></ul></li> <li><a href="/wiki/Periodicals_librarian" title="Periodicals librarian">Periodicals/serials</a></li> <li><a href="/wiki/Teacher-librarian" title="Teacher-librarian">School</a></li> <li><a href="/wiki/Information_professional" title="Information professional">Information professional</a></li> <li><a href="/wiki/Informationist" title="Informationist">Informationist</a></li> <li><a href="/wiki/Library_and_information_scientist" title="Library and information scientist">Library and information scientist</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Library_science" class="mw-redirect" title="Library science">Library science</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Five_laws_of_library_science" title="Five laws of library science">Five laws</a></li> <li><a href="/wiki/Library_and_information_science" title="Library and information science">Library and information science</a></li> <li><a href="/wiki/Education_for_librarianship" title="Education for librarianship">Education for librarianship</a></li> <li><a href="/wiki/Library_acquisitions" title="Library acquisitions">Acquisitions</a></li> <li><a href="/wiki/Archival_science" title="Archival science">Archival science</a></li> <li><a href="/wiki/Library_assessment" title="Library assessment">Assessment</a></li> <li><a href="/wiki/Cataloging_(library_science)" title="Cataloging (library science)">Cataloging</a> <ul><li><a href="/wiki/Library_catalog" title="Library catalog">catalog</a></li> <li><a href="/wiki/Online_public_access_catalog" title="Online public access catalog">OPAC</a></li></ul></li> <li><a href="/wiki/Library_circulation" title="Library circulation">Circulation</a></li> <li><a href="/wiki/Library_classification" title="Library classification">Classification</a></li> <li><a href="/wiki/Collection_development" title="Collection development">Collection development</a></li> <li><a href="/wiki/Collective_collection" title="Collective collection">Collective collection</a></li> <li><a href="/wiki/Conservation_and_restoration_of_books,_manuscripts,_documents_and_ephemera" class="mw-redirect" title="Conservation and restoration of books, manuscripts, documents and ephemera">Conservation</a></li> <li><a href="/wiki/Discovery_system_(bibliographic_search)" title="Discovery system (bibliographic search)">Discovery system</a></li> <li><a href="/wiki/Electronic_resource_management" title="Electronic resource management">Electronic resource management</a></li> <li><a class="mw-selflink selflink">Information literacy</a></li> <li><a href="/wiki/Inventory_(library_and_archive)" title="Inventory (library and archive)">Inventory</a></li> <li><a href="/wiki/Legal_deposit" title="Legal deposit">Legal deposit</a></li> <li><a href="/wiki/Library_history" title="Library history">Library history</a></li> <li><a href="/wiki/Library_instruction" title="Library instruction">Library instruction</a></li> <li><a href="/wiki/Library_management" title="Library management">Library management</a></li> <li><a href="/wiki/Library_publishing" title="Library publishing">Library publishing</a></li> <li><a href="/wiki/Preservation_(library_and_archive)" title="Preservation (library and archive)">Preservation</a></li> <li><a href="/wiki/Readers%27_advisory" title="Readers' advisory">Readers' advisory</a></li> <li><a href="/wiki/Reference_desk" title="Reference desk">Reference</a> <ul><li><a href="/wiki/Digital_reference" title="Digital reference">virtual</a></li> <li><a href="/wiki/Roving_reference" title="Roving reference">roving</a></li></ul></li> <li><a href="/wiki/Library_technical_services" title="Library technical services">Technical services</a></li> <li><a href="/wiki/Weeding_(library)" title="Weeding (library)">Weeding</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">History</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/History_of_libraries" title="History of libraries">History of libraries</a></li> <li><a href="/wiki/Library_science#History" class="mw-redirect" title="Library science">History of library science</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Template:Library_nav" title="Template:Library nav">Lists</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/List_of_libraries" title="List of libraries">Libraries</a> <ul><li><a href="/wiki/List_of_libraries_by_country" class="mw-redirect" title="List of libraries by country">by country</a></li> <li><a href="/wiki/List_of_largest_libraries" title="List of largest libraries">by size</a></li> <li><a href="/wiki/List_of_libraries_in_the_ancient_world" title="List of libraries in the ancient world">ancient</a></li> <li><a href="/wiki/List_of_destroyed_libraries" title="List of destroyed libraries">destroyed</a></li> <li><a href="/wiki/List_of_medical_libraries" title="List of medical libraries">medical</a></li> <li><a href="/wiki/List_of_national_and_state_libraries" title="List of national and state libraries">national</a></li></ul></li> <li><a href="/wiki/List_of_library_associations" title="List of library associations">Library associations</a></li> <li><a href="/wiki/List_of_library_science_schools" title="List of library science schools">Library schools</a></li> <li><a href="/wiki/List_of_librarians" title="List of librarians">Librarians</a> <ul><li><a href="/wiki/List_of_female_librarians" title="List of female librarians">women</a></li> <li><a href="/wiki/Libraries_and_librarians_in_fiction" class="mw-redirect" title="Libraries and librarians in fiction">fictional</a></li></ul></li> <li><a href="/wiki/List_of_archivists" title="List of archivists">Archivists</a> <ul><li><a href="/wiki/List_of_female_archivists" title="List of female archivists">women</a></li></ul></li></ul> </div></td></tr><tr><td class="navbox-abovebelow" colspan="2"><div> <ul><li><span class="noviewer" typeof="mw:File"><span title="Category"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/16px-Symbol_category_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/23px-Symbol_category_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/31px-Symbol_category_class.svg.png 2x" data-file-width="180" data-file-height="185" /></span></span> <a href="/wiki/Category:Libraries" title="Category:Libraries">Category:Libraries</a></li> <li><span class="noviewer" typeof="mw:File"><span title="Category"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/16px-Symbol_category_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/23px-Symbol_category_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/31px-Symbol_category_class.svg.png 2x" data-file-width="180" data-file-height="185" /></span></span> <a href="/wiki/Category:Library_science" title="Category:Library science">Category:Library science</a></li> <li><span class="noviewer" typeof="mw:File"><span title="Commons page"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/12px-Commons-logo.svg.png" decoding="async" width="12" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/18px-Commons-logo.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/24px-Commons-logo.svg.png 2x" data-file-width="1024" data-file-height="1376" /></span></span> <a href="https://commons.wikimedia.org/wiki/Category:Libraries" class="extiw" title="commons:Category:Libraries">Commons</a></li> <li><span class="noviewer" typeof="mw:File"><span title="List-Class article"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/d/db/Symbol_list_class.svg/16px-Symbol_list_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/d/db/Symbol_list_class.svg/23px-Symbol_list_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/d/db/Symbol_list_class.svg/31px-Symbol_list_class.svg.png 2x" data-file-width="180" data-file-height="185" /></span></span> <a href="/wiki/Glossary_of_library_and_information_science" title="Glossary of library and information science">Glossary</a></li> <li><span class="noviewer" typeof="mw:File"><span title="Outline"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/4/41/Global_thinking.svg/10px-Global_thinking.svg.png" decoding="async" width="10" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/4/41/Global_thinking.svg/15px-Global_thinking.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/4/41/Global_thinking.svg/21px-Global_thinking.svg.png 2x" data-file-width="130" data-file-height="200" /></span></span> <a href="/wiki/Outline_of_library_science" class="mw-redirect" title="Outline of library science">Outline</a></li> <li><span class="noviewer" typeof="mw:File"><span title="WikiProject"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/3/37/People_icon.svg/16px-People_icon.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/3/37/People_icon.svg/24px-People_icon.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/3/37/People_icon.svg/32px-People_icon.svg.png 2x" data-file-width="100" data-file-height="100" /></span></span> <a href="/wiki/Wikipedia:WikiProject_Libraries" title="Wikipedia:WikiProject Libraries">WikiProject</a></li></ul> </div></td></tr></tbody></table></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"></div><div role="navigation" class="navbox" aria-labelledby="Literacy" style="padding:3px"><table class="nowraplinks mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239400231"><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Literacy" title="Template:Literacy"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Literacy" title="Template talk:Literacy"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Literacy" title="Special:EditPage/Template:Literacy"><abbr title="Edit this template">e</abbr></a></li></ul></div><div id="Literacy" style="font-size:114%;margin:0 4em"><a href="/wiki/Literacy" title="Literacy">Literacy</a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Learning</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Adolescent_literacy" title="Adolescent literacy">Adolescent literacy</a></li> <li><a href="/wiki/Emergent_literacy" class="mw-redirect" title="Emergent literacy">Emergent literacy</a></li> <li><a href="/wiki/Family_literacy" title="Family literacy">Family literacy</a></li> <li><a href="/wiki/Functional_illiteracy" title="Functional illiteracy">Functional illiteracy</a></li> <li><a href="/wiki/Phonics" title="Phonics">Phonics</a></li> <li><a href="/wiki/Post-literacy" title="Post-literacy">Post-literacy</a></li> <li><a href="/wiki/Whole_language" title="Whole language">Whole language</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Locations</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/List_of_countries_by_literacy_rate" title="List of countries by literacy rate">List of countries by literacy rate</a></li> <li><a href="/wiki/Literacy_in_Canada" title="Literacy in Canada">Canada</a></li> <li><a href="/wiki/Literacy_in_India" title="Literacy in India">India</a> <ul><li><a href="/wiki/Literacy_in_Bihar" title="Literacy in Bihar">Bihar</a></li></ul></li> <li>New Zealand <ul><li><a href="/wiki/Literacy_in_Tokelau" title="Literacy in Tokelau">Tokelau</a></li></ul></li> <li><a href="/wiki/Literacy_in_Romania" title="Literacy in Romania">Romania</a></li> <li><a href="/wiki/Literacy_in_the_United_States" title="Literacy in the United States">United States</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Institutions</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/International_Literacy_Association" title="International Literacy Association">International Literacy Association</a></li> <li><a href="/wiki/International_Literacy_Day" title="International Literacy Day">International Literacy Day</a></li> <li><a href="/wiki/National_Council_of_Teachers_of_English" title="National Council of Teachers of English">National Council of Teachers of English</a></li> <li><a href="/wiki/No_Child_Left_Behind_Act" title="No Child Left Behind Act">No Child Left Behind Act</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">People</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Marie_Clay" title="Marie Clay">Marie Clay</a></li> <li><a href="/wiki/Ruth_Johnson_Colvin" title="Ruth Johnson Colvin">Ruth Johnson Colvin</a></li> <li><a href="/wiki/Paulo_Freire" title="Paulo Freire">Paulo Freire</a></li> <li><a href="/wiki/James_Paul_Gee" title="James Paul Gee">James Paul Gee</a></li> <li><a href="/wiki/Griffith_Jones_(priest)" title="Griffith Jones (priest)">Griffith Jones</a></li> <li><a href="/wiki/Frank_Laubach" title="Frank Laubach">Frank Laubach</a></li> <li><a href="/wiki/Brian_Street" title="Brian Street">Brian Street</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Other types</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/AI_literacy" title="AI literacy">AI</a></li> <li><a href="/wiki/Agricultural_literacy" title="Agricultural literacy">Agricultural</a></li> <li><a href="/wiki/Braille_literacy" title="Braille literacy">Braille</a></li> <li><a href="/wiki/Carbon_literacy" title="Carbon literacy">Carbon</a></li> <li><a href="/wiki/Computer_literacy" title="Computer literacy">Computer</a></li> <li><a href="/wiki/Computational_literacy" title="Computational literacy">Computational</a></li> <li><a href="/wiki/Critical_literacy" title="Critical literacy">Critical</a></li> <li><a href="/wiki/Cultural_literacy" title="Cultural literacy">Cultural</a></li> <li><a href="/wiki/Data_literacy" title="Data literacy">Data</a></li> <li><a href="/wiki/Digital_literacy" title="Digital literacy">Digital</a></li> <li><a href="/wiki/Diaspora_literacy" title="Diaspora literacy">Diaspora</a></li> <li><a href="/wiki/Ecological_literacy" title="Ecological literacy">Ecological</a></li> <li><a href="/wiki/Electracy" title="Electracy">Electracy</a></li> <li><a href="/wiki/Emotional_literacy" title="Emotional literacy">Emotional</a></li> <li><a href="/wiki/Faith_literacy" class="mw-redirect" title="Faith literacy">Faith</a></li> <li><a href="/wiki/Financial_literacy" title="Financial literacy">Financial</a></li> <li><a href="/wiki/Geo-literacy" title="Geo-literacy">Geo-literacy</a></li> <li><a href="/wiki/Graph_literacy" title="Graph literacy">Graph</a></li> <li><a href="/wiki/Health_literacy" title="Health literacy">Health</a> <ul><li><a href="/wiki/Mental_health_literacy" title="Mental health literacy">Mental health</a></li> <li><a href="/wiki/Occupational_Safety_and_Health_Literacy" class="mw-redirect" title="Occupational Safety and Health Literacy">Occupational Safety and Health</a></li></ul></li> <li><a class="mw-selflink selflink">Information</a></li> <li><a href="/wiki/Information_literacies" class="mw-redirect" title="Information literacies">Information literacies</a></li> <li><a href="/wiki/Information_and_media_literacy" title="Information and media literacy">Information and media</a></li> <li><a href="/wiki/Legal_literacy" class="mw-redirect" title="Legal literacy">Legal</a></li> <li><a href="/wiki/Media_literacy" title="Media literacy">Media</a></li> <li><a href="/wiki/Multiliteracies" class="mw-redirect" title="Multiliteracies">Multiliteracies</a></li> <li><a href="/wiki/Musical_literacy" title="Musical literacy">Musical</a></li> <li><a href="/wiki/Numeracy" title="Numeracy">Numeracy</a></li> <li><a href="/wiki/Object_Literacy" class="mw-redirect" title="Object Literacy">Object</a></li> <li><a href="/wiki/Oracy" title="Oracy">Oracy</a></li> <li><a href="/wiki/Power_literacy" class="mw-redirect" title="Power literacy">Power</a></li> <li><a href="/wiki/Physical_literacy" title="Physical literacy">Physical</a></li> <li><a href="/wiki/Psychological_literacy" title="Psychological literacy">Psychological</a></li> <li><a href="/wiki/Racial_literacy" title="Racial literacy">Racial</a></li> <li><a href="/wiki/Religious_literacy" title="Religious literacy">Religious</a></li> <li><a href="/wiki/Scientific_literacy" title="Scientific literacy">Scientific</a></li> <li><a href="/wiki/Social_literacy" title="Social literacy">Social</a></li> <li><a href="/wiki/Statistical_literacy" title="Statistical literacy">Statistical</a></li> <li><a href="/wiki/Technological_literacy" title="Technological literacy">Technological</a></li> <li><a href="/wiki/Transliteracy" title="Transliteracy">Transliteracy</a></li> <li><a href="/wiki/Visual_literacy" title="Visual literacy">Visual</a></li> <li><a href="/wiki/Web_literacy" title="Web literacy">Web</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Related</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Aliteracy" title="Aliteracy">Aliteracy</a></li> <li><a href="/wiki/Asemic_writing" title="Asemic writing">Asemic writing</a></li> <li><a href="/wiki/Children%27s_literature" title="Children's literature">Children's literature</a></li> <li><a href="/wiki/Composition_studies" title="Composition studies">Composition studies</a></li> <li><a href="/wiki/Dick_and_Jane" title="Dick and Jane">Dick and Jane</a></li> <li><a href="/wiki/Dyslexia" title="Dyslexia">Dyslexia</a></li> <li><a href="/wiki/Literacy_test" title="Literacy test">Literacy test</a></li> <li><a href="/wiki/Media_consumption" title="Media consumption">Media consumption</a></li> <li><a href="/wiki/Orality" title="Orality">Orality</a></li> <li><a href="/wiki/Oral_literature" title="Oral literature">Oral literature</a></li> <li><a href="/wiki/Post-literate_society" title="Post-literate society">Post-literate society</a></li> <li><a href="/wiki/Reading" title="Reading">Reading</a></li> <li><a href="/wiki/Writing" title="Writing">Writing</a></li> <li><a href="/wiki/Writing_system" title="Writing system">Writing system</a></li></ul> </div></td></tr></tbody></table></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"><style data-mw-deduplicate="TemplateStyles:r1038841319">.mw-parser-output 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