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A Conceptual Analysis and Historical Overview of Information Literacy Shirley J

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A Conceptual Analysis and Historical Overview of Information Literacy Shirley J A Conceptual Analysis and Historical Overview of Information Literacy Shirley J. Behrens A conceptual analysis is undertaken of information literacy by investigating some leading definitions and delineations of the concept. These are analyzed with the intention of exploring chronological extensions in the meaning of the concept. The range of skills and knowledge required for information literacy has .expanded over the last two decades in order to accommodate the continually developing requirements for effective information handling, and the article notes how the library and information science (LIS) profession is responding to these requirements. The review concludes by identifying three main trends in information literacy which are evident from the literature of the early 1990s. nformation literacy is an abstract the United States; however, for purposes concept. As a metaphor, it is of comparison, reference is made to a neatly packaged-and imagi­ some definitions discussed in the Nether­ H- nativ~escriptive phrase lands, since the Dutch meaning of infor­ that is not literally applicable or easily mation literacy was originally more interpretable, implying something more computer-oriented, but now appears to be qualitative and diffuse than is evident in moving closer to the meaning ascribed to the historical meanings of both literacy and the concept in the United States. information. Symbolically, information lit­ eracy appears to represent the ability to DEFINITIONS OF THE 1970s use information, or possibly the posses­ In a proposal submitted to the Na­ sion of a knowledge of information. tional Commission on Libraries and In­ In order to ascertain how the concept formation Science (NCLIS) in 1974, Paul has come to have its current meaning Zurkowski, the president of the Infor­ and to identify what skills and knowl­ mation Industry Association (IIA), sug­ edge are required of a person in order to gested the goal of achieving information be information literate, some definitions literacy in the country within the follow­ suggested since the 1970s will be ana­ ing decade. Zurkowski described the in­ lyzed. At the same time, the future sce­ formation service environment within nario for information literacy in the LIS which people who were searching for field will be outlined by identifying information operated in the United what the current trends appear to be States. He described several information from the latest literature. products and services provided by the Owing to the abundance of literature private sector (nongovernment, nonli­ on information literacy, only a few of the brary-based business firms), including major definitions can be analyzed for the information banks, information bank purposes of this article.1 The review con­ vendors, publishers, information by­ centrates on literature emanating from products, and information evaluation Shirletj J. Behrens is a Senior Lecturer in the Department of Information Science at the UnhJeTsity of South Africa, Pretoria 0001, South Africa. 309 ~----------------------------------------------------------------- - -- ---- --- 310 College & Research Libraries July 1994 activities. The traditional relation be­ needed to be given the chance to make tween these information activities and their own decisions, within their own con­ libraries was then outlined. Zurkowski texts, of news events. Hamelink made sug­ considered how the traditional roles of gestions for alternative news channels or libraries and private sector information information networks that would be inde­ activities were in a state of transition. He pendent from political and economic in­ also suggested policy questions that terest: ''The most essential contribution to needed to be resolved so that this envi­ alternatives which could counteract the ronment could be maximized in order to dominant channels of public communica­ strive for an information-literate nation. tion would be learning an alternative use Zurkowski was the first to use the con­ of information."4 cept of information literacy: "People Hamelink saw this alternative use of trained in the application of information information as related to information lit­ resources to their work can be called eracy, defined as the ability to obtain a information literates. They have learned wholistic, individual, and independent techniques and skills for utilizing the perspective on news events. Although wide range of information tools as well Hamelink's approach, related to inter­ as primary sources in molding infor­ preting news events, was not folloWed mation-solutions to their problems."2 up in the later meanings of information In this definition Zurkowski suggested literacy, it does relate obliquely to an that: (1) information resources are ap­ American definition of information lit­ plied in a work situation; (2) techniques eracy, also provided in 1976. Major R. and skills are needed for using informa­ Owens, in contemplating the future of tion tools and primary sources; and (3) libraries and librarians, suggested a con­ information is used in problem solving. nection between active citizenship and The concept of information literacy information literacy: appeared again ·in 1976, in a paper pre­ Beyond information literacy for sented by Lee Burchinal at the Texas A& M greater work effectiveness and effi­ University library's symposium which ciency, information literacy is needed considered the future of organizing to guarantee the survival of democratic knowledge: ''To be information literate re­ institutions. All men are created equal quires a new set of skills. These include but voters with information resources how to locate and use information needed are in a position to make more intelli­ for problem-solving and decision-making gent decisions than citizens who are in­ efficiently and effectively."3 Burchinal's formation illiterates. The application of definition linked information literacy information resources to the process of with: (1) skills that include locating and decision-making to fulfill civic respon­ using information; (2) the use of informa­ sibilities is a vital necessity.5 tion for problem solving and decision In 1979 the IIA presented a definition making; and (3) efficient and effective . of information literacy that did not in­ information location and utilization. clude the confining specification of in­ In the same year Burchinal's definition formation being used in the workplace,. appeared, a different meaning of infor­ as was the case with Zurkowski:"The IIA mation literacy was offered from outside defines an 'information literate' as a per­ the librarianship field. Cees Hamelink, a son who knows the techniques and skills consultant for mass communication re­ for using information tools in molding search, used information literacy to refer solutions to problems. "6 The same year, to a need for the public to be Iibera ted in an article on the future of the librari­ from the oppressive effects of institu­ anship profession, Robert Taylor intro­ tionalized, public media whose struc­ duced the concept of information tures were characteristically controlled literacy, noting that and restrained and which provided an approximate definition of [infor­ "pre-digested explanations" on events mation literacy] would include the in the world. His point was that people following elements: Overview of Information Literacy 311 • that solutions to many (not all) profession and information literacy and problems can be aided by the acqui­ also possibly a change in direction of sition of appropriate facts and infor­ attitudes toward information provision. mation; The definitions of the 1970s highlighted • that knowledge of the variety of in­ a number of requirements for informa­ formation resources available (who tion literacy, but did not reach the point and where) is a requisite of this lit­ where they identified the actual skills eracy; and knowledge required for information • that the informing process, which is handling at that time. continual, is as important as the spot information process, which is DEFINITIONS OF THE 1980s occasional; and By the start of the 1980s, new informa­ • that there are strategies (when and tion technologies had begun to permeate how) of information acquisition.7 society. In 1982 the IIA produced a four­ Taylor linked the library profession volume survey of the information infra­ with information literacy, and noted that structure of the United States.8 The new the concept suggested that many (but technologies of the decade had come to not all) problems could be solved be recognized as an important feature through the use of information, that a of information literacy; the survey re­ knowledge of information resources ferred to information literacy as a "gap (both people and organizations) is nec­ which ... divides the information so­ essary, and that there are strategies for phisticate who knows how and when to the acquisition of information. use the technology and does so easily and efficiently from the information na­ ive who cannot use the technologies and The definitions of the 1970s highlighted hence has limited access to knowledge a number of requirements for r~urces." 9 information literacy, but did not reach In the same year, Time magazine chose the point where they identified the the computer as Machine of the Year, actual skills and knowledge required and, inspired by the feature, Forest Hor­ for information handling at that time. ton considered the potential role that computers had as a resource in an infor­
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