The document discusses information literacy and its importance. It explains that while access to information has increased with technology, people struggle with information overload and need skills to efficiently handle information. It defines information literacy and argues it should be integrated into education to develop an information literate society. However, the UK has not recognized information literacy's importance and confuses it with basic computer skills. Overall, information literacy is crucial to survive in today's world.

1. Information Literacy –
The Missing Link
Professor Sheila Corrall
Centre for Information Literacy Research
Department of Information Studies

2. Overview
Information Literacy – The Missing Link
• Access to Information
− a brief review, before and after the Internet
− potential benefits and evident problems
• Information Literacy
− explaining the concept
− examples of developments
• The UK situation
− the need for action
8/1/09 © The University of Sheffield / Department of Information Studies

3. The Information Problem
‘Dealing efficiently with information must now be
recognised as one of the major problems of
modern society…[a learner] must be able to
identify his own information needs…know the
sources…judge the value…select the limited
amount which will serve him best’
Committee of Inquiry into Reading and the Use of
English (1975) A Language for Life: Report… London:
HMSO. [Bullock Report]
8/1/09 © The University of Sheffield / Department of Information Studies

4. Access to Information
Before the Internet – the print-on-paper era
• People – ask an expert, phone a friend
• Publications – books, magazines, newspapers, etc
• Broadcast media – radio, TV, teletext, viewdata
• Information services – citizens’ advice bureaux,
libraries, specialist institutions and organisations
• Computer databases – tools used by specialists
with knowledge of complex command languages
8/1/09 © The University of Sheffield / Department of Information Studies

5. The Information Challenge
‘Individuals today have an increasing need to be
able to find things out. Never before has so much
information been available to so many, and never
before have our lives depended so much on our
ability to handle information successfully.’
Marland, M. (ed.) (1981) Information Skills in the
Secondary Curriculum. London: Methuen Educational.
8/1/09 © The University of Sheffield / Department of Information Studies

6. Access to Information
Towards the Web – the end-user revolution
• Proliferation of home/personal computers
• Library catalogues move to online public access
• Databases designed for non-specialist users
• Reference works become available on CD-ROMs
• Emergence of early Internet search engines
• Launch of People’s Network for Public Libraries
• Digitisation programmes for heritage materials
8/1/09 © The University of Sheffield / Department of Information Studies

7. Access to Information
The Web – Google and user-created content
• Electronic delivery becomes the norm
• Libraries offer wide range of online services
• Newspapers, broadcasters and others go online
• Organisations and individuals become publishers
– via websites, blogs, wikis and social media
• The open access movement promotes free online
use of academic research and learning resources
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10. Public domain

11. The Information Age
Online access – potential benefits
• Provides faster access to information
• Facilitates independent lifelong learning
• Encourages free flow of information and ideas
• Enables people to make informed choices on
issues affecting their health and well-being
• Enhances quality of life for people with limited
mobility by helping them to keep in touch
8/1/09 © The University of Sheffield / Department of Information Studies

12. The Information Age
Online access – evident problems
• People suffering from information overload
• Authors having their work copied or plagiarised
• Internet users being exposed to misleading,
erroneous, offensive or obscene content
• Users ignoring information not readily available
• Internet non-users becoming progressively
disadvantaged by the digital information divide
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14. Information Literacy
Definition
‘Information literacy is knowing when and
why you need information, where to find it
and how to evaluate, use and communicate
it in an ethical manner.’
Chartered Institute of Library and
Information Professionals, 2004
8/1/09 © The University of Sheffield / Department of Information Studies

15. Information Literacy
International recognition . . .
• is a prerequisite for participating effectively in
the Information Society and part of the basic
human right of life long learning
• plays a leading role in reducing inequities and
promoting tolerance and mutual understanding
• is a concern to all sectors of society
UNESCO Prague Declaration, 2003
8/1/09 © The University of Sheffield / Department of Information Studies

16. Information Literacy
An international recommendation
‘Governments should develop strong
interdisciplinary programs to promote
Information Literacy nationwide as a necessary
step in closing the digital divide through the
creation of an information literate citizenry, an
effective civil society and a competitive
workforce.’
UNESCO Prague Declaration, 2003
8/1/09 © The University of Sheffield / Department of Information Studies

17. Information Competency
Information Literacy implies the possession
of several skills and an understanding of
• the types and sources of information available
• methods and techniques for finding information
• the need to assess the quality of information
• ways of working with or exploiting information,
including the rights and responsibilities
associated with information use
8/1/09 © The University of Sheffield / Department of Information Studies

18. Information Literacy
Strategies for developing information skills
• integrate and embed in educational curricula
• include in workplace training programmes
• provide self-paced online learning resources
• deliver via public library and information services
− instructions and help-sheets for databases users
− individual guidance in response to enquiries
− workshops for family history researchers
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22. The HONcode in brief
1. Authoritative – indicate the qualifications of the authors
2. Complementarity – support the doctor-patient relationship
3. Privacy – respect the confidentiality of personal data submitted
4. Attribution – cite the source(s) and date of published information
5. Justifiability – back up claims relating to benefits and performance
6. Transparency – accessible presentation, accurate email contact
7. Financial disclosure – identify funding sources
8. Advertising policy – distinguish advertising from editorial content
www.hon.ch/HONcode/Conduct.html
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24. Information Literacy
Developments in the UK
Librarians and information specialists have been
actively promoting information literacy in
education, the workplace and society
− school librarians working with teachers to integrate
information skills teaching in educational curricula
− academic librarians working with lecturers to embed
information literacy in further and higher education
− law librarians working with practice lawyers to
provide information skills training to trainee solicitors
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27. The UK Skills Problem
• The UK has never formally recognised the need
for information literacy and has confused
information skills with IT skills
− National Key Skills Framework includes elements of
information literacy in specifications for IT skills
− Framework of Personal Learning and Thinking Skills
includes ‘analyse and evaluate information, judging its
relevance and value’ as one component among the
several specified for Independent Enquirers
• The US and Australia specified information skills
as a key area of competency in the 1990s
8/1/09 © The University of Sheffield / Department of Information Studies

28. Conclusion
• To survive and thrive in the modern world,
citizens need competence and confidence in
finding, appraising and using information
• The Internet and World Wide Web have both
helped and hindered access to information
• People often do not recognise the need for
Information Literacy and frequently confuse
information skills with ICT/computer skills
• We need to raise awareness and promote the
development of an Information Literate Society
8/1/09 © The University of Sheffield / Department of Information Studies