Library Trends 60 (2) Fall 2011: Information Literacy Beyond the Academy, Part I: Towards Policy Formulation http://hdl.handle.net/2142/31871 Library Trends 60 (2) Fall 2011: Information Literacy Beyond the Academy, Part I. Edited by John Crawford. Sun, 21 Jan 2018 03:24:27 GMT 2018-01-21T03:24:27Z Empowerment or Instrumental Progressivism? Analyzing Information Literacy Policies http://hdl.handle.net/2142/31882 Empowerment or Instrumental Progressivism? Analyzing Information Literacy Policies Whitworth, Andrew This article reports on a qualitative content analysis of a sample of national information literacy policies, whether endorsed by states or professional bodies. It develops a framework for analysis which is attuned to the idea that information literacy can and should be viewed from multiple perspectives; this being the “six frames of information literacy” model developed by Bruce, Edwards, and Lupton. One addition is made to this framework, that being to seek specific reference to collaboration and teamwork in the national policies, whether this means collaboration between learners or between different agencies, who are expected to work together to manifest the benefits of information literacy. This framework is then applied to the sample policies. Half are found to be generally holistic in form, the other half less so. These latter policies risk being what Robins and Webster call “instrumentally progressivist”: oriented toward producing learners who can act as information processors but not promoting approaches that lead to a more creative, empowered, socially conscious, and reflective relationship with information. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31882 2011-01-01T00:00:00Z Whitworth, Andrew How Information Literacy Becomes Policy: An Analysis Using the Multiple Streams Framework http://hdl.handle.net/2142/31881 How Information Literacy Becomes Policy: An Analysis Using the Multiple Streams Framework Weiner, Sharon There is growing recognition that information literacy is a critical skill for educational and workplace success, engagement in lifelong learning, and civic participation. To be considered for allocations of financial and human resources, information literacy must become a policy priority for institutions and societies. Although there has been some progress in this area since 1974, when the term was coined, information literacy is not yet a priority for many organizations or governments. There is no published examination of factors that may influence the adoption of information literacy as a policy priority. This article explores aspects of the policy process from a U.S. perspective that can favor or impede the inclusion of information literacy on political agendas. It examines these questions through the multiple streams framework of policy processes. It proposes recommendations to help those who advocate for information literacy to effect policy changes. It identifies areas for research that would help information literacy policy advocates demonstrate need. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31881 2011-01-01T00:00:00Z Weiner, Sharon The Concept of Information Literacy in Policy- Making Texts: An Imperialistic Project? http://hdl.handle.net/2142/31880 The Concept of Information Literacy in Policy- Making Texts: An Imperialistic Project? Pilerot, Ola; Lindberg, Jenny Organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Federation of Library Associations (IFLA) put a lot of effort in advocacy and policy making for information literacy (IL). Their ambition to foster IL can be seen as a part of a multinational educational project. By exporting a Western IL model focused on textual information sources and the use of information and communication technologies (ICTs) into non-Western contexts that to a great extent lack ICTs, the educational project for IL runs the risk of turning into an imperialistic project. A discursively oriented analysis of two prominent policy documents—discussed in the light of the so-called new imperialism and the idea of invisible technologies—indicates a standardized onesize- fits-all-model of IL. Through establishing a close contact between the policy-making strand and the research strand in the IL literature and by adhering to the broad concept of information literacies, the risk of imperialism and oppression might lessen. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31880 2011-01-01T00:00:00Z Pilerot, Ola Lindberg, Jenny Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? http://hdl.handle.net/2142/31879 Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Lloyd, Annemaree Information literacy has been proclaimed as a foundational literacy of the twenty-first century by many researchers, library practitioners, and international agencies. However, there is still disagreement about how information literacy is conceptualized and what key elements constitute the practice. This disagreement has led to the practice/skills debate that has emerged from workplace research into information literacy. It has also led to claims that research into information literacy lacks theoretical framing from which models can be grounded. While the library and higher education sector concentrate on information skills that are claimed to be generic and transferable, there is little evidence from workplace research to suggest that this is indeed the case. In fact, the opposite appears to be true: that information literacy is enacted as a situated, collective, and embodied practice that engages people with information and knowledge about domains of action that are authorized by the discourses of the setting. Consequently the information skills and competencies that are developed reflect the discursive practices of the setting. Without information literacy, other work-related practices and performances couldn't be accomplished; however, the continued focus on skills limits our ability to understand information literacy as a socially enacted practice, one that is constructed through a range of social activities. The issue therefore is how to represent the social activities that underpin information literacy. This article conceptualizes information literacy from a workplace perspective and presents ongoing work toward a theoretical framework. It advances the view that information literacy appears to be trapped between "a rock and a hard place." The rock is the current conception of information [End Page 277] literacy, which is unsatisfactory, because it is confined by the discursive practices of the education sector and does not account for the complex social processes that inform learning to work. The hard place is the translation of information literacy practice with an understanding of how this practice happens, that is, from the education sector into workplace performance. Drawing from empirical studies, this article will explore the current key issues related to workplace information literacy. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31879 2011-01-01T00:00:00Z Lloyd, Annemaree Reconnecting Information Literacy Policy with the Core Values of Librarianship http://hdl.handle.net/2142/31878 Reconnecting Information Literacy Policy with the Core Values of Librarianship Jacobs, Heidi L.M.; Berg, Selinda In 2009, President Barack Obama declared October of that year to be National Information Literacy Awareness Month and issued a proclamation stating that "an informed and educated citizenry is essential to the functioning of our modern democratic society." The Obama proclamation's emphasis on information literacy's role in education and democracy makes it akin to the 2005 Alexandria Proclamation on Information Literacy and Lifelong Learning. In both of these documents, information literacy is located at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational, and educational goals. These two documents are powerful and inspiring to many academic librarians because they are reminders of the broader social context and democratic initiatives within their work. Inspiring as these documents are, they can also be intimidating and overwhelming: how can we help create an informed and educated citizenry or help our students meet technological, economic, and social challenges, to redress disadvantage and to advance the well-being of all? This article is not an attempt to provide answers to these questions but a call to move these questions to the fore of our policy and pedagogical discussions. By revisiting seminal documents like the Alexandria Proclamation, the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education, and the American Library Association's (ALA) Core Values of Librarianship, we argue that information literacy is full of possibilities to explore rather than problems to be solved. To this end, we summon discussions of Appreciative Inquiry and critical information literacy and foreground the ALA Core Values as ways [End Page 383] to reengage with the possibilities and potentials within information literacy to meet larger social goals. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31878 2011-01-01T00:00:00Z Jacobs, Heidi L.M. Berg, Selinda National Information Literacy Framework (Scotland): Pioneering Work to Influence Policy Making or Tinkering at the Edges? http://hdl.handle.net/2142/31877 National Information Literacy Framework (Scotland): Pioneering Work to Influence Policy Making or Tinkering at the Edges? Irving, Christine This article examines the creation of the National Information Literacy Framework for Scotland, from its original concept linking secondary and tertiary education to an expanded framework including primary education, lifelong learning, the workplace, and adult literacies. It discusses the framework’s evolution from the original concept through to the development, piloting, restructuring, and use of the framework. It reflects on how the project engaged with policy and advocacy issues in order to gain recognition of the term information literacy. The policies and strategies it used to influence the inclusion of information literacy within the school curriculum through channels such as the Scottish Parliamentary E-petitions mechanism and engaging with the consultation process on the development of the new Scottish curriculum, “Curriculum for Excellence.” It looks at the project’s engagement in the wider world outside the academy and its conclusion that to be “effective, an information literacy policy must be firmly pegged to the information, lifelong learning, inclusion, and digital policies of the state.” The article concludes that the project did influence information literacy practice, strategies, and policy making locally, nationally, and internationally. It discusses the reasons for that success, the lessons learned, and then examines the issue of sustainability and the future of the framework. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31877 2011-01-01T00:00:00Z Irving, Christine Information Literacy Advocacy—Woody's Ten Commandments http://hdl.handle.net/2142/31876 Information Literacy Advocacy—Woody's Ten Commandments Horton, Forest Woody, Jr. The author focuses on the importance of the role of the advocate for information literacy practitioners who are given the responsibility of introducing information literacy programs and projects into their organizations—whether as a teacher in an educational context, a teacher in a private sector company context, a policy official in a government program context, or in some other context. The article first traces many of the most important events that led to the information literacy concept historically so that the reader will have some background before coming to the "ten commandments," a term the author uses to embrace the lessons he has learned over the years, which are relevant to an advocate's role. In this regard, the author places the concept in an international context, pointing out the key role UNESCO has played, in part because he was directly involved in most of those seminal activities as an organizer and facilitator. Each of ten lessons learned is then taken up briefly, not in any particular order, using an informal and easy-to-understand writing style. One important goal of the article is to emphasize that because information literacy is a relatively "new" concept in the formal sense (albeit under many different labels and terms it has been around for a very long time), and because it uses two words —"information" and "literacy"—that are themselves subject to many different and often confusing interpretations, virtually every information literacy practitioner, even professional librarians very familiar with the concept, too often assume that their audiences, constituents, and clients will readily understand the concept. In the author's view, that is simply not the case, and therefore the added role of becoming an advocate, not just a teacher, is extremely important if the practitioner is to be successful. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31876 2011-01-01T00:00:00Z Horton, Forest Woody, Jr. Is Information Literacy a Public Concern? A Practice in Search of a Policy http://hdl.handle.net/2142/31875 Is Information Literacy a Public Concern? A Practice in Search of a Policy Haras, Catherine; Brasley, Stephanie Sterling Since its emergence in the 1970s, information literacy has developed in theory, practice, and scope. In the United States, librarians, business leaders, and political stakeholders have emphasized that information literacy is essential to an informed twenty-first-century citizenry. But despite the pervading feeling that the subject is important, there is as yet no clearly identifiable public policy on information literacy. Public policy may be defined as governmental action or inaction, decided upon and taken by the public, the state, and other actors. Public policies are usually enacted as the result of sustained effort to place them on the public policy agenda, that is, bring them to the attention of the public, and gain support from critical interest groups, influential individuals, and politicians at different levels of government. The authors contend that information literacy is not yet part of the public agenda. Rather, information literacy is claimed by a relatively narrow group of stakeholders, lacks name recognition and broad-based public support, is not mandated in U.S. primary and secondary education (“K-12”), and therefore remains fundamentally ineffective in implementation. This article considers whether information literacy is a legitimate public interest, and therefore the degree to which it merits a public policy and where such a policy might best be located. However, locating information literacy within education policy, although this seems intuitive, appears to be problematical. The authors discuss how policy options emerge, identify barriers to doing so, and provide recommendations for advancing the critical development and dissemination of information literacy. Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31875 2011-01-01T00:00:00Z Haras, Catherine Brasley, Stephanie Sterling Think Global, Act Local: Expanding the Agenda for Media Literacy Education in the United States http://hdl.handle.net/2142/31874 Think Global, Act Local: Expanding the Agenda for Media Literacy Education in the United States Domine, Vanessa The phrase “think global, act local” is used to frame the macro efforts of information literacy worldwide alongside the localized, grassroots efforts of media literacy education in the United States where there exists a complex and contradictory relationship among government, technology industry, and educational practices. This article marries the global (macro) push for information literacy with the localized (micro) efforts at media literacy education in the United States and identifies emergent tensions and challenges associated with the production of information literate citizens within an educational system that is disconnected from the highly mediated lives of students outside of school. As a microcosm of this struggle, the article chronicles the emergence of the National Association for Media Literacy Education (NAMLE). Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31874 2011-01-01T00:00:00Z Domine, Vanessa Introduction: Information Literacy Beyond the Academy, Part I: Towards Policy Formulation http://hdl.handle.net/2142/31873 Introduction: Information Literacy Beyond the Academy, Part I: Towards Policy Formulation Crawford, John Information literacy Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2142/31873 2011-01-01T00:00:00Z Crawford, John
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