this is about the Information derives its meaning from the word inform‖ that is to tell or give news. Getting the information across from the source/communicator to the receiver/user is a key role in the information process. ● Information is defined as organized or structured data, which has been processed in such a way that the information has relevance for a specific purpose or context, and is therefore meaningful, valuable, useful and relevant.

1. CHAPTER 1
OVERVIEW OF INFORMATION
Erratul Shela Eshak
Faculty of Business & Management

2. DEFINITION OF TERMS
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Information is the
answer to questions
that begin with
words such as
'who', 'what', 'when'
and 'how many’.
Information derives its
meaning from the
word inform that is to
tell or give news.
Getting the information
across from the
source/communicator
to the receiver/user is
a key role in the
information process.
Information is defined
as organized or
structured data, which
has been processed in
such a way that the
information has
relevance for a specific
purpose or context,
and is therefore
meaningful, valuable,
useful and relevant.
CONCEPT OF INFORMATION
Information is the
product of the
interaction between
the source and the
receiver which
includes data,
images, sounds,
signals, emotional
responses, videos,
or any other forms.

3. DATA
• Facts and figures recorded as a result of
observations, survey and research used to
find answers or interpret situations.
Representing of information in a formal
manner, suitable for communication,
interpretation and processing.
• Data is collected and analyzed to create
information suitable for making decisions.
Facts and figures that has been organized
as a result of observations, surveys or
research. (Mary Gosling).
• Individual facts, statistics, or a single piece
of information usually to calculate, analyze,
or plan something.
• Raw data is unorganized forms (such as
alphabets, numbers, or symbols) that refers
to, or represent, conditions, ideas, or
objects.
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4. Characteristics of data
• Data becomes information by interpretation.
• Data is the tangible part of information.
• Data is durable and can be used for a long period of time.
• It can be from anything that we see, hear or read in the form of text,
sound or vision
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5. INFORMATION
• Information generally knowledge derived from data can consist of
images, text, documents and sound. Information also can lead to
knowledge regardless and medium of its convincement to one and
other person.
• According to Concise Oxford Dictionary, information is informing, telling
things, told, knowledge and news.
• Merriam Webster defined information as knowledge obtained from
investigation, study, or instruction.
• Prytherch define information is an assemble of data in a
comprehensive form recorded on paper or some other medium and
capable of communication.
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6. FOUR (4) MAIN ELEMENTS OF
INFORMATION
• Accurate and timely
• Specific and organized
• Presented within a context and gives meaning
• Lead to understanding and decrease uncertainty
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7. CHARACTERISTICS OF
INFORMATION
• Information often described as a commodity, which can be sold,
exchanged, accumulated and stored, patented and owned and not
depleted when it used.
• Considered to be personal, organizational and national resource of
great value.
• It will be most valuable when it is quickly and easily available and
effectively organized.
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8. KNOWLEDGE
• Knowledge is the Information that is found to be relevant, strikes the
mind, can be interpreted, stored on a medium or in the mind, and used
for a purpose.
• Knowledge is the result of manipulating and exploiting the available
data, organizing and restructuring all the information from the data and
transforms it into something useful.
• Knowledge is used to understanding of or information about a subject
that you get by experience or study, either known by one person or by
people generally: (Cambridge dictionary)
• Knowledge is information and understanding about a subject which a
person has, or which all people have. (Collin dictionary).
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9. DEFINITIONS OF
KNOWLEDGE
• Knowledge is data which a person recognizes as relevant and is thought about,
interpreted, stored (in one‘s memory or in a variety of formats) or used for a purpose.
(Mary Gosling)
• Knowledge is something that is believed, that is true and that is reliable. (Steve
Denning)
• Knowledge is information that changes something or somebody—either by becoming
grounds for actions, or by making an individual (or an institution capable of different
or more effective action. (Peter F. Drucker)
• Knowledge is the perception of the agreement or disagreement of two ideas. (John
Locke)
• Knowledge is a fluid mix of framed experience, contextual information, values and
expert insight that provides a framework for evaluating and incorporating new
experiences and information. (Davenport and Prusak, 1998)
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10. EXAMPLE OF
KNOWLEDGE:
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11. Mar 2022 - Jul 2022

12. INFORMATION LITERACY
• Information literacy can be defined as the ability to identify, locate, evaluate and select information
in all formats in order to use it.
• The United States National Forum on Information Literacy defines 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.
• The American Library Association defines "information literacy" as a set of abilities requiring
individuals to "recognize when information is needed and have the ability to locate, evaluate, and
use effectively the needed information.
• Information Literacy is the ability to identify what information is needed, understand how the
information is organized, identify the best sources of information for a given need, locate those
sources, evaluate the sources critically, and share that information. It is the knowledge of
commonly used research techniques.
• Information literacy is the adoption of appropriate information behavior to identify, through
whatever channel or medium, information well fitted to information needs, leading to wise and
ethical use of information in society. (Webber S. & Johnston, B. ,2002)
• According to the definition provided by the America Library Association (ALA), information literate
is a person who has the ability to recognize the need to the information and can locate, evaluate
and use the needed information effectively and begin learning how to learn.
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13. WHY INFORMATION
LITERACY IMPORTANT?
• Information literacy is critically important because we are surrounded by a
growing ocean of information in all formats.
• Not all information is created equal: some is authoritative, current, reliable,
but some is biased, out of date, misleading, and false.
• The amount of information available is going to keep increasing.
• The types of technology used to access, manipulate, and create
information will likewise expand.
• To be information literate, individual must be able to use the tools and
services provided by the information agencies such as libraries, information
center and also must be capable to use the latest information technology
such Internet communication and on-line database.
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14. THREE MAJOR SKILLS NEEDED TO
BE INFORMATION LITERATE:
• Able to find information in variety formats.
• Able to find information in variety of sources.
• Able to find information within the sources
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15. Information literate person be able to:
• Determine the extent of information needed.
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one's knowledge base
• Use information effectively to accomplish a specific purpose.
• Understand the economic, legal and social issues surrounding the use
of information and access and use information ethically and legally.
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16. THREE STEPS OF INFORMATION
LITERACY SKILLS
• Planning research or posing a question
• Organizing a way to search for the answer
• Finding resources.
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17. CHARACTERISTICS OF
INFORMATION LITERATE
PERSON
• Recognizes that accurate and complete information is the basis for
intelligent decision making.
• recognizes the need for information
• knows how to locate needed information
• formulates questions based on information needs
• identifies potential sources of information
• develops successful search strategies
• accesses sources of information including computer based and other
technologies
• evaluate information no matter what the source
• organizes information for practical application
• integrates new information into an existing body of knowledge
• uses information in critical thinking and problem solving (Doyle,1992)
• uses information ethically and legally
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18. IMPACT OF INFORMATION
LITERACY
• Students learn to find, evaluate and synthesize information thus developing critical thinking
skills which hopefully leads better research.
• Better research should lead to more success in studies thus increasing the retention rates of
students.
• The skills they develop are transferable to their eventual workplace making the students
more marketable
• Determine the extent of information needed
• Access the needed information and its sources critically
• Incorporate selected information into one's knowledge base
• Understand the economic, legal, and social issues surrounding the use of information, and
access and use the information ethically and legally.
• Many paper information sources lies in the difficulty of updating them.
• The difficulty of indexing the contents of any book or periodical thoroughly.
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19. ISSUES IN INFORMATION
Information Overload
•Information overload by Bertram Gross (1964) in his book “The Managing of Organizations.”
occurs when the amount of input to a system exceeds its processing capacity limits and this
happened when someone is trying to process too much of information at the same time.
•Information overload is a situation where there is too much information available and there is
an increasing difficulty to get the exact information needed at a certain period of time.
•Information overloaded is a situation in which you receive too much information at one time
and cannot think about it in a clear way. (Cambridge Dictionary)
• According to Wilson (1996) information overload means that someone cannot use the
correct and relevant information efficiently because of the massive amounts of information
available.
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20. SEVEN (7) TYPES OF
RESPONSES TO INFORMATION
OVERLOAD.
• Hoarder – accumulates information for information’s sake.
• Deleter – destroys information without evaluating it.
• Time-waster – requests and seeks for all information but does nothing with it.
• Analyzer – examines everything but can’t make a decision
• Luddite – opposes all innovation
• Power-user – uses information to seek opportunities, but requires it in highly customized
form
• Leader – recognizes the value of critical information and uses it for maximum benefit
(Independent 2002)
• Reframer – actively seeks and finds the positive side; recognizes how much we benefit from
information (i.e. sees the glass as half full rather than half empty)
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21. CONSEQUENCES OF
INFORMATION OVERLOAD
• Difficult to determine the relevant information from the irrelevant.
• Does not understand the available information.
• Feel amazed by the amount of information available
• Does not know the existence of certain information
• Does not know where to find the information and access the
information.
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22. CAUSES OF INFORMATION
OVERLOAD
Information overload are usually caused by:
• The existence of multiple sources of information
• Over-abundance of information, difficulty in managing information
• Irrelevance or unimportance of the received information
• Scarcity of time on the part of information users to analyze and
understand information.
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23. SOLUTIONS OF
INFORMATION OVERLOAD
• Spending less time on gaining information that is nice to know and
more time on things that we need to know now.
• Focusing on quality of information, rather than quantity. A short concise
e-mail is more valuable than a long e-mail.
• Learning how to create better information (this is what Info engineering
is about). Be direct in what you ask people, so that they can provide
short precise answers.
• Single-tasking, and keeping the mind focused on one issue at a time.
• Spending parts of the day disconnected from interruptions (e.g. switch
off e-mail, telephones, Web, etc.) so you can fully concentrate for a
significant period of time on one thing.
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24. GOOD AND POOR INFORMATION
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GOOD INFORMATION POOR INFORMATION
Relevant
Information must relate to the business at
hand and fulfill the needs of user.
Information must meet the user’s
proposes and needed.
Irrelevant
Information is considered having a little value
when it is too old or out of date and not meets
the user requirement.
Timely
Information must be available when
needed, within the timeframe desired by
the user.
Swamping
Too voluminous to allow sense to be made of
it where the quality of information is much
important compare to quantity.
Accurate and complete
Must be accessible, with emphasis on the
right information however it depends on
the context itself.
Unclear
Not well presented in a way it facilitate a
decision.
Concise
Must be understandable to those who use
it, and must be able to absorbed quickly
action.
Not all there
Incomplete information and fail to provide a
clear sense of the entirety of the problem.
Reduces uncertainty
Information must meet the user’s
requirement completely in order to reduce
the unknown entity.

25. FORMAT OF INFORMATION
• Print
The information is in the printed form and usually uses paper such as books, journals,
pamphlets seminar papers, etc…
• Electronic
Electronic formats use a computer to deliver information such as OPAC and Internet.
• Audiovisual (AV)
AV formats require watching and listening such as cassettes, slides, films, etc…
• Microform
Microform reduces an image and put it on a plastic to read in a machine such as
microfilm, microfiche and micro cartridge.
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26. SOURCES OF INFORMATION
Information can come from virtually anywhere — media, blogs, personal experiences, books, journal and
magazine articles, expert opinions, encyclopedias, and web pages — and the type of information you needwill
change depending on the question you are trying to answer. Look at the following sources of information.
Notice the similarities between them.
• Sources of information or evidence are often categorized as primary, secondary, or tertiary material. These
classifications are based on the originality of the material and the proximity of the source or origin. This
informs the reader as to whether the author is reporting information that is first hand or is conveying the
experiences and opinions of others which is considered second hand. Determining if a source is primary,
secondary or tertiary can be tricky. Below you will find a description of the three categories of information
and examples to help you make a determination.
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27. Mar 2022 - Jul 2022
Primary Sources Secondary Sources Tertiary Sources
These sources are records of
events or evidence as they are
first described or actually
happened without any
interpretation or commentary. It
is information that is shown for
the first time or original materials
on which other research is
based. Primary sources display
original thinking, report on new
discoveries, or share fresh
information
These sources offer an analysis
or restatement of primary
sources. They often try to
describe or explain primary
sources. They tend to be works
which summarize, interpret,
reorganize, or otherwise
provide an added value to a
primary source.
These are sources that index,
abstract, organize, compile, or
digest other sources. Some
reference materials and
textbooks are considered
tertiary sources when their
chief purpose is to list,
summarize or simply
repackage ideas or other
information. Tertiary sources
are usually not credited to a
particular author.
Examples of primary sources:
Theses, dissertations, scholarly
journal articles (research based),
some government reports,
symposia and conference
proceedings, original artwork,
poems, photographs, speeches,
letters, memos, personal
narratives, diaries, interviews,
autobiographies, and
correspondence.
Examples of Secondary
Sources:
Textbooks, edited works, books
and articles that interpret or
review research works,
histories, biographies, literary
criticism and interpretation,
reviews of law and legislation,
political analyses and
commentaries.
Examples of Tertiary
Sources:
Dictionaries/encyclopedias
(may also be secondary),
almanacs, fact books,
Wikipedia, bibliographies
(may also be secondary),
directories, guidebooks,
manuals, handbooks, and
textbooks (may be
secondary), indexing and
abstracting sources.

28. TYPES OF KNOWLEDGE
IMPORTANCE OF KNOWLEDGE TO ORGANIZATIONS
Tacit Knowledge
• Unwritten, unspoken, and hidden knowledge held by human being, based on his or
her emotions, experiences, insights, intuition, observations and internalized
information.
• Tacit knowledge is experience of a person's consciousness of memory and is
acquired largely through association with other people, and requires joint or shared
activities to be imparted from on to another.
• In other word, knowledge that is not printed or publish and normally resides in
person’s memory.
• Explicit Knowledge
• Articulated knowledge, expressed and recorded as words, numbers, codes,
mathematical and scientific formula, and musical notations.
• Explicit knowledge is easy to communicate, store, and distribute and is the
knowledge found in books, on the web, and other visual and oral means.
• It is recorded information and well published.
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29. TYPES OF KNOWLEDGE
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Tacit
• Unwritten, unspoken, and hidden vast
storehouse of knowledge held by practically
every normal human being (emotions,
experiences, insights, intuition, observations)
• Also known as informal knowledge
Explicit
• Articulated knowledge, expressed and recorded
as words, numbers, codes, mathematical and
scientific formulae, and musical notations.
• Codified knowledge found in documents,
database, etc.

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