The National Literacy Trust (n.d.) defines literacy as “the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world”. Furthermore, the Australian Curriculum, Assessment and Reporting Authority (ACARA) suggest that becoming literate is to “develop the knowledge, skills and dispositions to use language confidently” (ACARA, n.d., para 1). ACARA also iterates the notion that literacy is more than the acquisition of a set of skills and knowledge, but also the development of behaviours and dispositions that assist in being able to apply these learned skills in a broader context. In this sense, I would suggest that it is a set of competencies or skills that can be learnt and developed, which assist with a person’s effective interaction with and productive contribution to society.
However, as indicated by O’Connell et al., there exist multiple ‘literacies’, where the term literacy becomes a descriptor; adding a degree of complexity to the term. Some of these literacies include: information literacy, digital literacy, multimedia literacy, oral literacy, visual literacy, critical literacy, metaliteracy, academic literacy, cultural literacy network literacy and workplace literacy (O’Connell et al., 2021, Module 5.1). Furthermore, the United Nations Educational, Scientific and Cultural Organization (UNESCO) position paper explores that plurality of the term literacy, following it’s change in definition and understandings over time and also highlights the “dominant and subordinate forms”, whereby dominant forms can “legitimize existing social structures and therewith unequal power relations” (UNESCO, 2004, pp. 13-14).
As we have discovered throughout this Introduction to Teacher Librarianship unit, the term ‘information’ is complex also, where it can be categorised in multiple ways and is contextually dependent. So, with multiple understandings of the term literacy and also multiple understandings of the term information, the term ‘information literacy’ can become problematic in its understanding also, with Behrens (1994) referring to it as an “abstract concept” (p. 309). O’Connell et al. explores the behaviourist approach, which is associated with “acquired behaviours and skills that can be measured in some way” and also the sociocultural approach, which “assume[s] that all practices, including information practices are fundamentally social and bound to a specific context and activity setting” (O’Connell et al., 2021, Module 5.1).
As such, below are some of the definitions of the term ‘information literacy’, as gleaned from a number of sources:
the ability to access and use a variety of information sources to solve an information need. Yet, it can also be defined as the development of a complex set of critical skills that allow people to express, explore, question, communicate and understand the flow of ideas among individuals and groups in quickly changing technological environments” (UNESCO, 2005, p.150)
the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society (Chartered Institute of Library Information Professionals, 2018, p.3)
the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning (Association of College Research and Libraries, 2016, p.8)
References
Association of College Research Libraries. (2016). Framework for Information Literacy for Higher Education. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Literacy. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/
Behrens, S. (1994). A conceptual analysis and historical overview of information literacy. College and Research Libraries, 55(4), 309-322. https://doms.csu.edu.au/csu/file/567db54a-54d5-46e3-ba9d-53b4a27e42e7/1/behrens.pdf
Information Literacy Group. (2018) CILIP Definition of Information Literacy. https://infolit.org.uk/ILdefinitionCILIP2018.pdf
National Literacy Trust. (n.d.). What is literacy? https://literacytrust.org.uk/information/what-is-literacy/
O’Connell, J., Derouet, L. & Korodaj, L. (2021). 5. Information Literacy [Learning module]. ETL401: Introduction to teacher librarianship. Interact https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_4449703_1&course_id=_57504_1
United Nations Educational, Scientific and Cultural Organization. (2004). The plurality of literacy and its implications for policies and programmes: Position paper. https://unesdoc.unesco.org/ark:/48223/pf0000136246
United Nations Educational, Scientific and Cultural Organization. (2005). Education for all: Literacy for life. https://unesdoc.unesco.org/ark:/48223/pf0000141639