Chapter 1 Information Literacy In today¡¯s information age and network age, information literacy is very important for both young and old people, as well as college students. This chapter focuses on the historical evolution, basic principles, standard framework and practical cases of information literacy. Section I talks about the outline of Information Literacy. Section II introduces the Framework for Information Literacy for Higher Education filed by the Association of College and Research Libraries Board. Information Literacy Modules in some representative Universities were introduced in detail in Section III, such as Stanford University, University of Idaho, Muskegon Community College. Section IV describes others related to information literacy, for example, Media literacy, Digital Literacy, Visual Literacy, news literacy, Health literacy, Library Literacy, Information Life Cycle Management, and Information governance. 1.1 Overview of Information Literacy The development of Information Literacy competencies among the library users and throughout the society, has become a vital requirement in order to face the challenges of the 21st century.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 not all information is created equal: some is authoritative, current, reliable, but some is biased, out of date, misleading, and false.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. Information literacy is the ability to discover and use various types of information. It¡¯s an essential skill for navigating the information age. Traditionally, literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy, etc. Information literacy is quite different from the above. It is a combination of all these concepts but goes beyond them. The phrase information literacy [1] first appeared in print in a 1974 report written on behalf of the national Commission on Libraries and Information Science by paul G. Zurkowski, who was at the time president of the Software and Information Industry Association. Zurkowski used the phrase to describe the ¡°techniques and skills¡± learned by the information literate ¡°for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems¡± and drew a relatively firm line between the ¡°literates¡± and ¡°information illiterates¡±. According to the Association of College and Research Libraries (ACRL), Information Literacy regarded as a ¡°set of skills needed to find, retrieve, analyze, and use information.¡±It is something all students must learn to effectively complete research, and it¡¯s a prevalent aspect of higher education. In the end, people with knowledge of information literacy are prepared to find the data they need for any decision or task in life. In essence, they¡¯ve learned how to learn, which makes them better equipped to do so in all situations. Information literacy [2]skills are helpful to every one, especially students, in order to succeed academically and in their future job opportunities. Teachers and lecturers are greatly in need of information literacy skills, in order to carry out their occupations efficiently and successfully. Basically, everybody in the society is in need of information literacy skills. An information literate person should be able to: (1) Determine the nature and extent of infor-mation needed. a. Develop and refine research questions. b. Identify key concepts and terms required to locate information. c. Examine and assess potential resources specific to research purpose. (2) Access information effectively and efficiently. a. Differentiate among keywords, subject headings, and other meta-data fields. b. Differentiate between primary and secondary sources. c. Implement a variety of information search strategies. d. Use full array of library services to retrieve information. Chapter 1 Information Literacy many other concepts and ideas about information, research, and scholarship into a coherent whole. The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically: . Authority Is Constructed and Contextual . Information Creation as a Process . Information Has Value . Research as Inquiry . Scholarship as Conversation . Searching as Strategic Exploration 1.2.1¡¡Authority Is Constructed and Contextual Information resources reflect their creators¡¯ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required. Learners who are developing their information literate abilities . define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event); . use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility; . understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered ¡°standard, ¡± and yet, even in those situations, some scholars would challenge the authority of those sources; . recognize that authoritative content may be packaged formally or informally and may include sources of all media types; . acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice; . understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time. 1.2.2¡¡Information Creation as a Process Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences. Learners who are developing their information literate abilities . articulate the capabilities and constraints of information developed through various creation processes; . assess the fit between an information product¡¯s creation process and a particular information need; . articulate the traditional and emerging processes of information creation and dissemination in a particular discipline; . recognize that information may be perceived differently based on the format in which it is packaged; . recognize the implications of information formats that contain static or dynamic information; . monitor the value that is placed upon different types of information products in varying contexts; . transfer knowledge of capabilities and constraints to new types of information products; . develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys. 1.2.3¡¡Information Has Value Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination. Learners who are developing their information literate abilities . give credit to the original ideas of others through proper attribution and citation; . understand that intellectual property is a legal and social construct that varies by culture; . articulate the purpose and distinguish charac- teristics of copyright, fair use, open access, and the public domain; . understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information; . recognize issues of access or lack of access to information sources; . decide where and how their information is published; . understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online; . make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information. 1.2.4¡¡Research as Inquiry Research is iterative and depends upon asking Chapter 1 Information Literacy Stanford¡¯s online catalog . Interpret a Socrates record . Perform various searches in Socrates and save your results . Use LCSH to target your search results Module 2¡¡Selecting Sources After completing this module of SKIL, you should be able to: . Select appropriate sources of information for your inquiry . Recognize the differences between popular & scholarly sources . Understand the concept of peer-reviewed . Distinguish between primary and secondary sources Module 3¡¡Databases After completing this module of SKIL, you should be able to: . Understand how a periodical index can help you in research . Use a periodical index to identify an article on a topic . Know how to search for a periodical title in Socrates . Be aware of resources in Microtext Module 4¡¡Locating After completing this module of SKIL, you should be able to: . Understand how to read call numbers to find the resources you selected . Know how to locate periodicals and search for e-journals . Be aware of how to request material not at Stanford . Interpret the catalog record to learn if the resource is available and at which location . Know how to access your account . Find Course Reserves Module 5¡¡The Web After completing this module of skill, you should be able to: . Define the invisible Web . Understand the difference between a subject directory, a general search engine and a metasearch engine . Define a URL and its parts . Distinguish important characteristics that separate library resources from information on the Web . Identify what you can find in the Library on the Web Module 6¡¡Use Criteria After completing this module of skill, you should be able to: . Critically evaluate both print and online resources based on specific criteria . Recognize what constitutes plagiarism and know how to avoid it . Understand the Stanford Honor Code and the consequences of its violation . Interpret the various parts of a citation . Be familiar with style guide differences and how to get help in citing . Be aware of copyright and fair use 1.3.2¡¡University of Idaho[9] 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 skills are used for academic purposes, such as research papers and group presentations. They¡¯re used on the job¡ªthe ability to find, evaluate, use and share information is an essential skill. Consumer decisions, such as which car or vacuum cleaner to purchase, are critical. Information Literacy modules in University of Idaho involves: Module 1: Identifying Information Module 2: Identifying a Topic Module 3: Searching Module 4: Locating Module 5: Evaluating Module 6: Sharing Module 7: UI Library¡¯s Online Catalog Table 1-1 Shows the objectives and contents of each module. 1.3.3¡¡Muskegon Community College[10] In this series of modules, Information Literacy involves: 1. Recognizing the need for information. 2. Understanding the sources of information. 3. Locating information. 4. Evaluating information. 5. Using information ethically. 6. Using information effectively. Module 1¡¡Understanding Information Literacy At the very beginning, one must understand these two questions: What is ¡°Information Literacy¡±? and What Type of Information Do You need? Five Steps to Conducting Good Research Step 1: Understand the Assignment Step 2: Choose a Topic Step 3: prepare to Research Step 4: Understand the Variety of Information Sources Step 5: Decide Which Information to Use Module 2¡¡Information Sources There are many sources and types of information. . They may be published periodically (a magazine or newspaper) or may be published only once (a book). . They come in many types of formats such as in print, in electronic (digital) format, or in person (an interview). . They may be very scholarly and academic and appeal to a specific audience or they may be Module objectives contents geared more toward the popular culture. . They may contain very current information, or give historical or in-depth coverage to a topic. . They may be subjective or factual or a mixture of both. . They may be a primary source (Darwin¡¯s diary) or a secondary source (a book about Darwin). Information sources are typically a mixture of the above. Module 3¡¡Search Strategies It is very important to be able to effectively search for the information you need. Many databases contain millions of items or articles. It is wise to learn how to find exactly what you need from these databases. There are some basic search strategies that apply to many different types of resources. Whether you are searching for books, or magazines, or Internet documents these basic search strategies may apply: synonyms, root or stem searching, quotes, Boolean operators, subject field. Module 4¡¡Evaluating Information now that you¡¯ve learned how to find sources, it¡¯s time to consider how to tell whether those sources are respectable sources that you¡¯ll want to use. Evaluating your sources and the information they provide is important. There are some general guidelines that apply to most sources, and we¡¯ll take a look at them here. It is important to ask yourself, ¡°What is the Board of Directors on October 2011. Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. In an interdisciplinary, higher education environment, a visually literate individual is able to: . Determine the nature and extent of the visual materials needed . Find and access needed images and visual media effectively and efficiently . Interpret and analyze the meanings of images and visual media . Evaluate images and their sources . Use images and visual media effectively . Design and create meaningful images and visual media . Understand many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and access and use visual materials ethically Standards, performance Indicators Standard One The visually literate student determines the nature and extent of the visual materials needed. performance Indicators: 1. The visually literate student defines and articulates the need for an image. 2. The visually literate student identifies a variety of image sources, materials, and types. Standard Two The visually literate student finds and accesses needed images and visual media effectively and efficiently. performance indicators: 1. The visually literate student selects the most appropriate sources and retrieval systems for finding and accessing needed images and visual media. 2. The visually literate student conducts effective image searches. 3. The visually literate student acquires and organizes images and source information. Standard Three The visually literate student interprets and analyzes the meanings of images and visual media. performance indicators: 1. The visually literate student identifies information relevant to an image¡¯s meaning. 2. The visually literate student situates an image in its cultural, social, and historical contexts. 3. The visually literate student identifies the physical, technical, and design components of an image. 4. The visually literate student validates interpre-tation and analysis of images through discourse with others. Standard Four The visually literate student evaluates images and their sources. performance indicators: 1. The visually literate student evaluates the effectiveness and reliability of images as visual communications. 2. The visually literate student evaluates the aesthetic and technical characteristics of images. 3. The visually literate student evaluates textual information accompanying images. 4. The visually literate student makes judgments about the reliability and accuracy of image sources. Standard Five The visually literate student uses images and visual media effectively. performance indicators: 1. The visually literate student uses images effectively for different purposes. 2. The visually literate student uses technology effectively to work with images. 3. The visually literate student uses problem solving, creativity, and experimentation to incorporate images into scholarly projects. 4. The visually literate student communicates effectively with and about images. Standard Six The visually literate student designs and creates meaningful images and visual media. performance Indicators: 1. The visually literate student produces visual materials for a range of projects and scholarly uses. 2. The visually literate student uses design strategies and creativity in image and visual media production. 3. The visually literate student uses a variety of tools and technologies to produce images and visual media. 4. The visually literate student evaluates personally created visual products. Standard Seven The visually literate student understands many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and accesses and uses visual materials ethically. performance Indicators: 1. The visually literate student understands many of the ethical, legal, social, and economic issues surrounding images and visual media. 2. The visually literate student follows ethical and legal best practices when accessing, using, and creating images. 3. The visually literate student cites images and visual media in papers, presentations, and projects. ACRL Visual Literacy Competency Standards for Higher Education. 1.4.4¡¡News literacy The Digital Age poses four information literacy challenges for civil society[14]: 1. The overwhelming amount of information that floods over us each day makes it difficult to sort out reliable from fabricated information. Chapter 1 Information Literacy 2. new technologies to create and widely share information make it possible to spread misinformation that looks like it¡¯s from an authoritative source. 3. The conflict between speed and accuracy has escalated. We all want information as quickly as possible, but accelerating the distribution of information in the Digital Era has also increased the chances that the information will be wrong. 4. The Internet and Social Media make it much easier to select only the information that supports our preexisting beliefs, reinforcing rather than challenging them. These challenges have created the demand for a new kind of literacy¡ªa literacy that empowers news consumers to determine whether information is reliable and then act on it. A healthy civil society can exist only if the public is well-informed. news literacy[15] is the acquisition of 21st-century, critical-thinking skills for analyzing and judging the reliability of news and information, differentiating among facts, opinions and assertions in the media we consume, create and distribute. It can be taught most effectively in cross-curricular, inquiry-based formats at all grade levels. It is a necessary component for literacy in contemporary society. The goal of news literacy is for students to build critical thinking skills: ¡ö Recognize the difference between journalism and other kinds of information and between journalists and other information purveyors; ¡ö In the context of journalism, recognize the difference between news and opinion; ¡ö In the context of news stories, analyze the difference between assertion and verification and between evidence and inference; ¡ö Evaluate and deconstruct news reports across all news media platforms, based on the quality of evidence presented and the reliability of sources; ¡ö Distinguish between news media bias and audience bias. 1.4.5¡¡Health literacy Health literacy[16]is the degree to which individuals have the capacity to obtain, process and understand basic health information needed to make appropriate health decisions.Low health literacy is more prevalent among older adults, minority populations, those who have low socioeconomic status, medically underserved people. Health literacy[17]refers to how well a person can get the health information and services that they need, and how well they understand them. It is also about using them to make good health decisions. It involves differences that people have in areas such as . Access to information that they can understand . Skills, such as finding that information, communicating with health care providers, living a healthy lifestyle, and managing a disease . Knowledge of medical words, and of how their health care system works . Abilities, such as physical or mental limitations . Personal factors, such as age, education, language abilities, and culture Health literacy[18] requires a complex group of reading, listening, analytical, and decision-making skills, as well as the ability to apply these skills to health situations. For example, it includes the ability to understand instructions on prescription drug bottles, appointment slips, medical education brochures, doctor¡¯s directions and consent forms, and the ability to negotiate complex health care systems. 1.4.6 ¡¡Library Literacy Acquiring library skills is the first step that a person must take to become information literate. library literacy[19] refers to the acquisition of a range of skills relating to identification of and familiarity with sources and information seeking processes, usually through formal bibliographic instruction and informal user education. Unlike library literacy, information literacy implies attaining a set of information abilities, which are independent of the type of information resources or by the place they can be found. 1.4.7 ¡¡Information Life Cycle Management Information Lifecycle Management (sometim-esabbreviated ILM) [20]refers to a wide-ranging set of strategies for administering storage systems on computing devices. ILM is the practice of applying certain policies to effective information management. Information life cycle management (ILM) is a comprehensive approach to managing the flow of an information system¡¯s data and associated metadata from creation and initial storage to the time when it becomes obsolete and is deleted. ILM includes every phase of a ¡°record¡± from its beginning to its end. And while it is generally applied to information that rises to the classic definition of a record (and thus related to records management), it applies to all informational assets. During its existence, information can become a record by being identified as documenting a business transaction or as satisfying a business need. In this sense ILM has been part of the overall approach of enterprise content management. ILM policy consists of the overarching storage and information policies that drive management processes. policies are dictated by business goals and drivers. Therefore, policies generally tie into a framework of overall IT governance and management; change control processes; requirements for system availability and recovery times; and service level agreements (SLAs). For the purposes of business records, there are five phases identified as being part of the lifecycle continuum along with one exception. These are: Creation and Receipt, Distribution, Use, Maintenance, Disposition. Creation and Receipt deals with records from their point of origination. This could include their creation by a member of an organization at varying levels or receipt of information from an external source. It includes correspondence, forms, reports, drawings, computer input/output, or other sources. Distribution is the process of managing the information once it has been created or received. This includes both internal and external distribution, as information that leaves an organization becomes a record of a transaction with others. Use takes place after information is distributed internally, and can generate business decisions, document further actions, or serve other purposes. Maintenance is the management of information. This can include processes such as filing, retrieval and transfers. While the connotation of ¡®filing¡¯ presumes the placing of information in a prescribed container and leaving it there, there is much more involved. Filing is actually the process of arranging information in a predetermined sequence and creating a system to manage it for its useful existence within an organization. Disposition is the practice of handling information that is less frequently accessed or has met its assigned retention periods. Less frequently accessed records may be considered for relocation to an ¡®inactive records facility¡¯ until they have met their assigned retention period. ¡°Although a small percentage of organizational information never loses its value, the value of most information tends to decline over time until it has no further value to anyone for any purpose. 1.4.8¡¡Information governance Information governance[21], or IG, is the management of information at an organization. Information governance balances the use and security of information. Information governance helps with legal compliance, operational transparency, and reducing expenditures associated with legal discovery. Information governance encompasses more than traditional records management. It incorporates information security and protection, compliance, data governance, electronic discovery, risk management, privacy, data storage and archiving, knowledge management, business operations and management, audit, analytics, IT management, master data management, enterprise architecture, business intelligence, big data, data science, and finance. References [1] Information literacy. [2019-07-08]. https://en.wikipedia.org/wiki/Information_literacy. [2]Goals & Objectives-Information Literacy-Research Guides at Willamette University. [2019-07-08]. https://libguides. willamette.edu/information-literacy. [3] Ranaweera, prasanna. Importance of Information Literacy skills for an Information Literate society., 2008. In nACLIS 2008, Colombo (Sri Lanka), 24th June 2008. [4] What Exactly Is Information Literacy And What Role Does It play In Education. [2019-07-08]. https://librarysciencedegree. usc.edu/blog/what-exactly-is-information-literacy-and-what-role-does-it-play-in-education/. [5] ¡°My dolly¡¯s bigger than your dolly¡±, or, Why our labels no longer matter. [2019-07-08]. https://librariangoddess. wordpress.com/2014/04/29/my-dollys-bigger/. [6] information literacy. [2019-07-08]. http://www.businessdictionary.com/definition/information-literacy.html. [7] Framework for Information Literacy for Higher Education | Association of College & Research Libraries (ACRL). [2019-07-08]. http://www.ala.org/acrl/standards/ilframework. [8] SKIL-Skills You Will Learn. [2019-07-08]. http://skil.stanford.edu/module1/index.html. [9] Information Literacy-Home. [2019-07-08]. https://www.webpages.uidaho.edu/info_literacy/index.htm. [10] Information Literacy Modules | Library. [2019-07-08]. https://www.muskegoncc.edu/library/information-literacy-modules/. [11] Media Literacy: A Definition and More. [2019-07-08]. http://www.medialit.org/media-literacy-definition-and-more/. [12] What is digital literacy? [2019-07-08]. https://www.commonsensemedia.org/news-and-media-literacy/what-is-digital-literacy. [13] ACRL Visual Literacy Competency Standards for Higher Education. [2019-07-08]. http://www.ala.org/acrl/standards/ visualliteracy. [14] What Is news Literacy?[2019-07-08]. https://www.centerfornewsliteracy.org/what-is-news-literacy/. [15] What is news literacy? Why is it important? [2019-07-08]. https://ndslfieldnotes.wordpress.com/2013/05/23/what-is- news-literacy-why-is-it-important/. [16] Health Literacy. [2019-07-08]. https://www.hrsa.gov/about/organization/bureaus/ohe/health-literacy/index.html. [17] Health Literacy: Medlineplus. [2019-07-08]. https://medlineplus.gov/healthliteracy.html. [18] Health Literacy. [2019-07-08]. https://nnlm.gov/initiatives/topics/health-literacy. [19] Coravu, Robert. Library Literacy: the Step before Information Literacy., 2010. In First International Conference in Romania on Information Literacy, Sibiu, Romania, April 21st-23rd 2010. http://eprints.rclis.org/14540/1/library_literacy_vs_ information_literacy-comunicare_sibiu2%E2%80%A6. pdf. [20] Information Lifecycle Management. [2019-07-08]. https://en.wikipedia.org/wiki/Information_lifecycle_management. [21] Information governance. [2019-07-08]. https://en.wikipedia.org/wiki/Information_governance.