1 Introduction to Information Literacy
Academic research is a form of structured inquiry with specific rules and techniques. There is no single “right” way to do it. As with any other complex activity, like learning a language, the best way to learn is by doing: the more you practice, the more fluent you will become. Expectations about academic research often mistakenly assume that a) one can rely solely on the Internet, and b) research simply means gathering and summarizing sources. However, this is an oversimplification. The research process requires information literacy skills, and vice versa.
This introduction will provide you with an explanation of what information literacy is and its applications in school, in the workplace, and in everyday life. This chapter will also provide information on your options for meeting Weber State University’s (WSU) information literacy requirement.
Before we address questions about information literacy, we first need to define information. Michael Buckland (1991) stated there are three main definitions for information: Information-as-knowledge, Information-as-process, and Information-as-thing. Information-as-knowledge is what you perceive in your consciousness; what you think you know. Information-as-process is information you receive that alters, dismisses, or supports what you know. Finally, information-as-thing are objects that transmit information; this includes documents, data, recordings, or any other purveyor of information. These three forms of information work together as a system. Let’s examine how it works.
Imagine you have a lifelong interest in a particular subject. You are not an expert, but you know quite a bit about it (Information-as-knowledge). Upon deciding that this subject is something you would like to pursue even further, you begin to research it. You collect books, magazine articles, journal articles, and videos (Information-as-thing) on the subject to further your knowledge. As you interact with the materials, you find that some are credible, and others are not. You take in these new materials and compare and contrast them to what you already know, which furthers your knowledge of the subject (Information-as-process). Knowing how to successfully navigate the relationships between these three forms of information to gain insights to further your knowledge is much of the information literacy process.
INFORMATION LITERACY DEFINITIONS
The Association of College & Research Libraries (ACRL) recently expanded its definition of information literacy to emphasize flexibility, individual growth, critical self-reflection, and collaboration. According to ACRL (2016), information literacy is a “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” (p. 3). In 2018, the UK’s Information Literacy Group, the Chartered Institute of Library and Information Professionals (CILIP), released an updated definition of information literacy, including the following:
Information literacy incorporates a set of skills and abilities which everyone needs to undertake information-related tasks; for instance, how to discover, access, interpret, analyse, manage, create, communicate, store and share information. But it is much more than that: it concerns the application of the competencies, attributes and confidence needed to make the best use of information and to interpret it judiciously. It incorporates critical thinking and awareness, and an understanding of both the ethical and political issues associated with using information…. Importantly, information literacy is empowering, and is an important contributor to democratic, inclusive, participatory societies; as interpreted by UNESCO, it is a universal human right. (p. 3)
These are two widely accepted definitions of information literacy from respected organizations that share common themes around using information from the perspective of consumer, collaborator, creator, and life-long learner.
BECOMING INFORMATION LITERATE: APPLICATIONS IN EVERYDAY LIFE, SCHOOL, & THE WORKPLACE
In a nutshell, information literacy forms the basis for lifelong learning. It is common to all disciplines, learning environments, and levels of education. It refers to a set of characteristics that transforms an ordinary student into a wise information consumer, creator, and life-long learner.
Everyone has a certain level of information literacy. For instance, children know that if they need help, they can ask their parents or teachers. As they get older, they become more independent and learn how to find other sources of information through libraries and the Internet. When students enter college, they should have a set of fundamental information literacy competencies. However, these skills will continue to increase and improve through college, the workplace, and beyond.
Some aspects of information literacy involve using various information technologies. Others include critical evaluation of the information you find and the ethical use of information. An information-literate individual can problem-solve by using technologies to find, manage, critically evaluate, and ethically apply information. They possess a spirit of inquiry and perseverance to learn what is necessary to solve problems or complete tasks.
Information literacy is more than just a general education requirement. You become information literate through your coursework, personal experiences, and interactions with information at home, throughout life, and in the workplace. At school you will use the research process extensively, write research papers, learn about your field of study, and use information technologies to find sources. Through experiences with information at home, you may need to choose the safest car for your teenager, which doctor would be best for your family, or which roofing contractor does the best quality work. Throughout your life, you will make many decisions that affect your future and the future of those around you. You may be looking for a new job, need to relocate to a different state due to a poor local economy, or educate yourself on the candidates for political office in an upcoming election. In the workplace, you may encounter customer-service issues and need to solve them by finding data, drawing conclusions, and presenting your findings to upper management. Because information literacy skills in the workplace make an individual a much more attractive job applicant, we will discuss this in more detail in the following paragraphs.
Today’s employers are looking for people who can understand and adapt to the characteristics of the information age. According to Forster (2017), “In a world in which information is the very lifeblood of business and the professions, the quality of performance is dependent on the ability to use that information efficiently, effectively and creatively” (p. 2). Lawyers, doctors, nurses, teachers, social workers, or those in the financial or business sectors deal with information daily. To address issues or problems at work, they must know when legal, business, personal or other information is required, how to conduct complex information searches, critically evaluate and ethically use information, and synthesize it into their knowledge base. Employees without these skills, who are information illiterate, could potentially cause significant financial or legal problems for themselves or their employers (Forster, 2017).
Information-literate employees have strong analytical, critical thinking, and problem-solving skills. They also make valuable contributions because they are prepared to adapt to a changing environment and think through work assignments or problems. Employees with information literacy skills can also build professionalism and set themselves apart from their co-workers. In the business world you are expected to do your “due diligence,” or research. If you work in the cell phone industry and your team has been assigned to improve a phone’s liquid crystal display, your research must back up your recommendations and strategies. However, you are also expected to evaluate your research for credibility. If you are using another person’s work, or ideas, you must understand how to use it ethically. The stakes are significantly higher when you conduct research in the business world, and a competent information-literate professional understands the need to use and develop these skills.
CONSTRUCT OF INFORMATION LITERACY
For our purposes, the construct of information literacy is made up of a set of six interconnected core concepts that cover ideas about information, communication, research, and scholarship, focusing on students as both consumers and creators of information (ACRL, 2016). (A construct is a complex idea encompassing many simpler elements.) The following are the six core concepts of this course:
1. Authority Is Constructed and Contextual
An information-literate person will always consider the source(s) of the information they use. Authority is constructed; what is considered an authority in one field may differ from what is considered an authority in another. People will have different opinions about what makes a person an “expert.” It is contextual in that the information needed may help someone determine the level of authority required. For example, sometimes it is necessary to limit a search to materials created by people with advanced degrees or extensive experience; other times it may be appropriate to consider a source whose credentials are not academic.
2. Information Creation as a Process
Information is any format produced to convey a message shared via a selected delivery method. The iterative (involving repetition) processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences. Sometimes the quality of a source can be determined by the process used to create it. For example, consider the process of formulating an X post versus a peer-reviewed article.
3. Information Has Value
Information possesses several dimensions of value, including as a commodity, a means of education, influence, and a means of negotiating and understanding the world. One way we acknowledge the value of information is through copyright and citation. Some information is not free, and some people cannot afford to pay for it; this is an example of the monetary value of information. Another example of the value of information is personal value. For example, some share information about themselves freely, while others are more private. The information you share via your online presence can be manipulated by others for specific purposes.
4. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions whose answers develop additional questions or lines of inquiry in any field. When investigating a topic, it is important to consult various sources and multiple kinds of sources.
5. Scholarship as Conversation
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations. In other words, scholarship is the product of people interacting through various means such as technology, publications, and personal interactions. These interactions can occur in informal settings like conversations in the hallway at work, through social media or blogs, as well as in formal publications in scholarly journals. Both formal and informal interactions contribute to the development of scholarship.
6. Searching as Strategic Exploration
Searching for information is often a non-linear and iterative process. It involves evaluating various information sources and the mental flexibility to explore different paths as understanding evolves. While it typically begins with a topic or question, it is not a simple series of steps to follow from start to finish.
At WSU, the general education information literacy requirement is based on these six core concepts, which have been summarized in the learning outcomes for this course. These learning outcomes are listed in your class syllabus.
MEETING WEBER STATE UNIVERSITY’S INFORMATION LITERACY REQUIREMENT
At WSU, you meet the information literacy requirement by taking a library science (LIBS) course. However, information literacy is embedded throughout your coursework at WSU, into both general education and your major field of study. You might not notice that you are becoming more information literate, just like it is hard to notice someone is growing taller if you see them every day. Information literacy goes beyond just completing a class; it is an ongoing process and a way of thinking. As you continue your education, you will gain skills and abilities to utilize in other classes.
Before starting this course, it is important to know there are several ways to meet this requirement. If you earn a C (73%) or better in any of the specified LIBS courses, you will fulfill WSU’s information literacy requirement. For more information on these course options, go to https://library.weber.edu/services/information-literacy.
- LIBS 1704: Information Navigator. This is a one credit hour course for students in all majors.
- LIBS/EDUC 2604: Information Resources in Education. This is a one credit hour course intended for education majors or those interested in this field.
- LIBS/HTHS 2904: Information Resources in the Health Professions. This one credit hour course is cross-listed in health professions and is intended for those majoring in or interested in the health professions fields.
- ENGL 2015: Intermediate College Writing & Research. This four credit hour course combines elements of English 2010 with the information literacy content of LIBS 1704.
If you aren’t sure which is the best option for you, contact a library representative via phone or email and discuss your options:
- 801-626-7068
- Relay Utah 711; en Español 1-888-346-3162
- Via email: infolit@weber.edu
STUDENT SUPPORT SERVICES
Along with offering student assistance at the library, several free resources are available to assist you with all stages of the research process, from searching, writing, formatting, and general support.
FOR WRITING
Writing Center
https://www.weber.edu/WritingCenter
Elizabeth Hall, Room 210
(801) 626-6463
Email help: write@weber.edu
Free drop-in and appointment tutoring, during day, evening, and weekend hours
FOR RESEARCH
Stewart Library Reference and Research Assistance
Click on Live Help from the Stewart Library website to access an online library assistant.
(801) 626-6545
Email help: libraryhelp@weber.edu
Subject Librarians
Contact a subject specialist for research assistance in your field of study:
https://library.weber.edu/find/subject-librarian
FOR GENERAL SUPPORT
Military-Affiliated Student Center
https://www.weber.edu/military-affiliated/
Shepherd Union, 322
(801) 626-6039
Email: militaryaffiliated@weber.edu
Disability Services
https://www.weber.edu/disabilityservices
Student Services Center, Room 181 (Ogden)
(801) 626-6413 (Ogden)
Davis D2, 256 (Davis)
(801) 395-3442 (Davis)
Email: dsc@weber.edu (Ogden)
dscdavis@weber.edu (Davis)
Student Access & Success
https://www.weber.edu/student-access-success/
Student Services Bldg. Suite 150
(801) 626-7006
Weber Cares Pantry
https://weber.edu/pantry
Stewart Library, Room 224
(801) 626-6235
Email: webercarespantry@weber.edu
Hourly Child Care Center
https://weber.edu/childcare
Shepherd Union, Room 322
(801) 626-7798
Email: wsuhourlychildcare@weber.edu
Learning Support & Tutoring Services
https://www.weber.edu/Tutoring/
International Student & Scholar Center
https://www.weber.edu/issc
Student Services Center, Room 143
(801) 626-6853
Email: issc@weber.edu
Counseling & Psychological Services Center
https://www.weber.edu/CounselingCenter/
Student Services Center, Room 280 (Ogden)
Davis D2, Room 262 (Davis)
(801) 626-6406 (Ogden and Davis)
Using your own words to restate and condense information from a source; summarized passages will often be shorter than the original passage.
The concept of scientific inquiry as a nonlinear and iterative process composed of several components, including Investigate, Search, Locate, Evaluate, Document, and Utilize.
A Construct defined by the American Library Association as the skills necessary to know when information is needed, and to find, evaluate, and utilize it effectively.
One of three parts of Michael Buckland’s concept of Information; the information contained in your own mind; what you know.
One of three parts of Michael Buckland’s concept of Information; the information you receive that supports, contradicts, or alters what you know.
One of three parts of Michael Buckland’s concept of Information; a vehicle of information that allows it to be transmitted, such as a document or website.
Formal and informal learning that occurs throughout life for employment, advancement, and personal fulfillment.
One of the components of the Research Process, which involves the practice of appraising the value of an information source both in its own right and as it relates to your topic, typically by investigating its Authority, Credibility, Currency, Bias, and Documentation.
The quality of believability; the ability of an author or work to inspire trust based on the author’s expertise, training, credentials, objectivity, or other factors of Authority. An important consideration in the Evaluation of Information.
An idea or theory composed of several conceptual elements.
One of the criteria used in the Evaluation of Information, which considers the qualifications of the author to write with Credibility on the topic in question; these may include academic credentials, extensive work experience, or other considerations.
Involving repetition. Utilizing repetition of a sequence of operations, steps, or procedures.
One of the Short Formats of information: a brief message posted by a user on the social media platform, X.
A process some scholarly articles go through prior to publication, where scholars in that field read and review articles submitted for publication, usually with the option to require edits, approve, or deny publication, and often without knowing the name of the authors.
The exclusive legal right of the creator of a work, such as a poem, story, video, or song, to print, perform, record, publish, post online, or profit from the work, whether or not the creator has published it, which limits the work’s use by others to activities allowed under Fair Use. In the United States copyright is assigned automatically to all new works, with a few exceptions including facts, statistical data, and government publications, and may be sold, transferred, or modified, by using a Creative Commons or Open Access license. When copyright expires, a work enters the Public Domain.
One of the components of the Research Process, which involves understanding the information need and articulating it in the form of a Research Question or Thesis Statement.
A regularly updated website or web page written in an informal or conversational style, usually by one person or a small group of contributors; short for “Web Log.” One of the Long Formats of information.
A type of Periodical containing articles written by experts in specific disciplines, often Peer Reviewed.
One of the components of the Research Process, which involves discovering information sources to fulfill the information need identified during the Investigation component.
