Running amok with a chainsaw: A personal perspective on Information Literacy (in Three Acts) Philip...

Running amok with a Running amok with a chainsaw: A personal chainsaw: A personal

perspective on Information perspective on Information Literacy (in Three Acts)Literacy (in Three Acts)

Philip C CandyPhilip C CandyDirector of Education, Director of Education,

Training and DevelopmentTraining and DevelopmentNHS Connecting for HealthNHS Connecting for Health

Overview of presentationOverview of presentation

• ProloguePrologue• Act I: Information Literacy as a Act I: Information Literacy as a

matter of life and deathmatter of life and death• Act II: Information literacy to change Act II: Information literacy to change

the worldthe world• Act III: Information literacy - Act III: Information literacy -

chainsaw or scalpel?chainsaw or scalpel?• EpilogueEpilogue

IntroductionIntroduction

•Four ‘big shifts’ or ‘paradigm Four ‘big shifts’ or ‘paradigm changes’ that are changing changes’ that are changing the world of learningthe world of learning

Shift in perspective I: From the Shift in perspective I: From the individual learnerindividual learner

• To the learner in social contextTo the learner in social context

Individual Lifelong Learner

Shift in perspective I:The learner in context


Learning Organisatio

n


Learning CommunitiesLearning Organisatio

n

Individual

Lifelong Learner

The Learning Society

Learning CommunitiesLearning

Organisations

Shift in perspective II: From Shift in perspective II: From teaching to learningteaching to learning

• The truth is that even those who enjoy to the The truth is that even those who enjoy to the greatest extent the advantages of what is called a greatest extent the advantages of what is called a regular education must be their own instructors as regular education must be their own instructors as to the greater portion of what they acquire, if they to the greater portion of what they acquire, if they are ever to advance beyond the elements of are ever to advance beyond the elements of learning. What they learn at schools and colleges learning. What they learn at schools and colleges is comparatively of small value, unless their own is comparatively of small value, unless their own after reading and study improve those advantages.after reading and study improve those advantages.

• Craik, G (1830). Craik, G (1830). The Pursuit of Knowledge Under DifficultiesThe Pursuit of Knowledge Under Difficulties. .

• London: Charles Knight and SDUK.London: Charles Knight and SDUK.

Shift in perspective III: Shift in perspective III: Recognition of the many Recognition of the many

sources of learningsources of learning• FamiliesFamilies• Preschools and schools - primary and secondaryPreschools and schools - primary and secondary• VET Providers (public and private)VET Providers (public and private)• UniversitiesUniversities• The workplace: Business and The workplace: Business and IndustryIndustry• The MediaThe Media• Libraries and information specialistsLibraries and information specialists• Community groups (clubs/churches)Community groups (clubs/churches)• Government Government

(Local/State(Local/State-Provincial-Provincial//National/RegionalNational/Regional))

Shift in perspective IV: The Shift in perspective IV: The digital revolutiondigital revolution

• A glass web spans the globe which is transforming A glass web spans the globe which is transforming commercial, social and cultural life in ways we do commercial, social and cultural life in ways we do not fully understand. The emergence of new digital not fully understand. The emergence of new digital information spaces alongside the existing physical information spaces alongside the existing physical places of public life is posing challenges for policy places of public life is posing challenges for policy and service developers. We are seeing the creation and service developers. We are seeing the creation and recreation of markets and economic activity; of and recreation of markets and economic activity; of political and public discourse; of cultural research political and public discourse; of cultural research and learning work.and learning work.

• Demspey, L (1999). Introduction. Demspey, L (1999). Introduction. Information Landscapes for a Information Landscapes for a Learning SocietyLearning Society. Bath: UK Office for Library and Information . Bath: UK Office for Library and Information

NetworkingNetworking..

Towards a new approach to Towards a new approach to education and trainingeducation and training

New Lifelong Learning Paradigm

Self-directedLearning

CommunityPartnerships for

Learning

TechnologicallyAssisted Learning

Act IAct I

• Information Literacy as a matter of Information Literacy as a matter of life and deathlife and death

Meet the National Health Meet the National Health Service (NHS)Service (NHS)• 1.4 million employees1.4 million employees• 600 separate Trusts; 28 Strategic Health 600 separate Trusts; 28 Strategic Health

AuthoritiesAuthorities• More than 50 million patientsMore than 50 million patients• One consultation every 1.5 minutesOne consultation every 1.5 minutes• Total budget approximately £80 billion Total budget approximately £80 billion

per annumper annum• New National agency ‘Connecting for New National agency ‘Connecting for

Health’ (“Health’ (“Better information for health, Better information for health, where and when it's needed”)where and when it's needed”)

NHS Connecting for Health is an Agency NHS Connecting for Health is an Agency of the Department of Health. It is tasked of the Department of Health. It is tasked with delivering the with delivering the National Programme National Programme for ITfor IT in the NHS, which will provide an in the NHS, which will provide an

integrated IT infrastructure and systems integrated IT infrastructure and systems for the NHS in England. It aims to for the NHS in England. It aims to connect over 30,000 GPs [Family connect over 30,000 GPs [Family

Physicians] to almost 300 hospitals and Physicians] to almost 300 hospitals and give patients access to their personal give patients access to their personal

health and care information, health and care information, transforming the way the NHS works.transforming the way the NHS works.

NHS Connecting for HealthBetter information for health, where and when it's needed

Meet the National Programme for IT Meet the National Programme for IT (NPfIT)(NPfIT)

• Approx £6.5 billion capital costsApprox £6.5 billion capital costs

• Designed to put ICT into every public health facility in Designed to put ICT into every public health facility in EnglandEngland

• One National SP; Five Local Service ProvidersOne National SP; Five Local Service Providers

• Integrated Care Record ServiceIntegrated Care Record Service

• ‘‘Choose and Book’Choose and Book’

• Electronic Prescription ServiceElectronic Prescription Service

• Picture Archiving and Communications Systems (PACS) Picture Archiving and Communications Systems (PACS)

• Remote diagnosis; Telemonitoring Remote diagnosis; Telemonitoring

• Electronic Staff Record and Personal Learning PortfoliosElectronic Staff Record and Personal Learning Portfolios

• National Electronic Library for HealthNational Electronic Library for Health

Major purposes ofMajor purposes of Connecting for Connecting for HealthHealth• To connect delivery of the NHS Plan with the To connect delivery of the NHS Plan with the

capabilities of modern information technologies capabilities of modern information technologies and, in particular, to:and, in particular, to:– Support the patient and the delivery of services Support the patient and the delivery of services

designed around the patient, quickly, conveniently and designed around the patient, quickly, conveniently and seamlessly.seamlessly.

– Improve management and delivery of services by Improve management and delivery of services by providing good quality data to support National Service providing good quality data to support National Service Frameworks, clinical audit, governance and Frameworks, clinical audit, governance and management information. management information.

– Support staff through effective electronic Support staff through effective electronic communications, better learning and knowledge communications, better learning and knowledge management, cut time to find essential information management, cut time to find essential information and make specialised expertise more accessibleand make specialised expertise more accessible (emphasis added).(emphasis added).

• (Department of Health (June 2002) (Department of Health (June 2002) Delivering 21st century IT, Support for Delivering 21st century IT, Support for the NHS)the NHS)

The vision for the National The vision for the National ProgrammeProgramme

The application of what we know The application of what we know already will have a bigger impact on already will have a bigger impact on health and disease than any drug or health and disease than any drug or technology likely to be introduced in technology likely to be introduced in the next decade: the next decade: Knowledge is the Knowledge is the Enemy of DiseaseEnemy of Disease

Dr Sir Muir Gray Dr Sir Muir Gray (Director of Knowledge Process and Safety)(Director of Knowledge Process and Safety)

Why the National Programme is VitalWhy the National Programme is Vital

The situation in a nutshellThe situation in a nutshell

• In contemporary society, a constellation of changes has complicated In contemporary society, a constellation of changes has complicated the adult's challenge of being healthy: the health care system's shift the adult's challenge of being healthy: the health care system's shift from a paternalist to a partnership model, with more individual from a paternalist to a partnership model, with more individual responsibility for prevention, informed decision making, and consent; responsibility for prevention, informed decision making, and consent; complex choices about insurance; the need for self-management of complex choices about insurance; the need for self-management of chronic conditions such as diabetes and high blood pressure; and chronic conditions such as diabetes and high blood pressure; and responsibility for both children's and elders' health care. Adults at all responsibility for both children's and elders' health care. Adults at all literacy levels must cope with conflicting media reports about literacy levels must cope with conflicting media reports about environmental health hazards, diet and nutrition, the safety of environmental health hazards, diet and nutrition, the safety of hormone replacement therapy, and the appropriate frequency of hormone replacement therapy, and the appropriate frequency of screening tests; myths and misconceptions about communicable screening tests; myths and misconceptions about communicable diseases such as smallpox, anthrax, and SARS; pharmaceutical diseases such as smallpox, anthrax, and SARS; pharmaceutical company advertising about new drugs; and the vast amounts of health company advertising about new drugs; and the vast amounts of health information available on the Internet. information available on the Internet.

• (Kerka, ERIC Digest #478948, 2003)(Kerka, ERIC Digest #478948, 2003)

A complex information A complex information environment…environment…• For clinicians and staffFor clinicians and staff• Integrated Care Record ServiceIntegrated Care Record Service• The National Knowledge ServiceThe National Knowledge Service• The National Electronic Library for HealthThe National Electronic Library for Health• Multiple reports, directives, regulations, policiesMultiple reports, directives, regulations, policies• An extensive programme on Health InformaticsAn extensive programme on Health Informatics• For patientsFor patients• The National Electronic Library for HealthThe National Electronic Library for Health• NHS OnlineNHS Online• ‘‘MyHealthSpace’MyHealthSpace’• Lots of technical jargonLots of technical jargon• Thousands of web-based sources of informationThousands of web-based sources of information

Why the Internet can be bad for your Why the Internet can be bad for your healthhealth•Diabetes websites too complicatedDiabetes websites too complicated •Language used was beyond average comprehensionLanguage used was beyond average comprehension

•Online health advice for people with diabetes is often too Online health advice for people with diabetes is often too complex to understand, analysis suggests. complex to understand, analysis suggests. •A scientist at Bath University looked at pages about diabetes on 15 A scientist at Bath University looked at pages about diabetes on 15 internet health sites run mainly by charities and official bodies. internet health sites run mainly by charities and official bodies. •He found people would need a reading ability of an educated 11 to 17-He found people would need a reading ability of an educated 11 to 17-year-old to understand the sites. year-old to understand the sites. •However, he said the average reading age of people in the UK was However, he said the average reading age of people in the UK was equivalent to an educated nine-year-old. equivalent to an educated nine-year-old. •Complicated languageComplicated language •Dr Maged Boulos from Bath University found the NHS Direct Online site Dr Maged Boulos from Bath University found the NHS Direct Online site was the hardest to understand. People would need the reading ability of was the hardest to understand. People would need the reading ability of an educated person aged 16 to comprehend information, he estimated. an educated person aged 16 to comprehend information, he estimated.

•http://news.bbc.co.uk/2/hi/health/3641634.stmhttp://news.bbc.co.uk/2/hi/health/3641634.stm [Friday, 10 September, [Friday, 10 September, 2004]2004]

http://news.bbc.co.uk/2/hi/health/3641634.stm

Why is information literacy important Why is information literacy important in health and human services?in health and human services?

1.1. It is truly a matter of life and death.It is truly a matter of life and death.– people’s life chances (and their civic participation) are strongly influenced by both their people’s life chances (and their civic participation) are strongly influenced by both their

access to and understanding of various information resources, access to and understanding of various information resources, – it is especially vital that clinicians, patients and carers understand fully any documents, it is especially vital that clinicians, patients and carers understand fully any documents,

charts, statistics, diagrams, instructions, dosages, records, treatments and other materials charts, statistics, diagrams, instructions, dosages, records, treatments and other materials they are given in order to ensure appropriate and accurate diagnosis, treatments and they are given in order to ensure appropriate and accurate diagnosis, treatments and instructions (and, where appropriate the reasons for these).instructions (and, where appropriate the reasons for these).

2.2. It applies to everyone. No one - rich or poor, young or old - is exempt It applies to everyone. No one - rich or poor, young or old - is exempt from the need to understand information about their own health or that from the need to understand information about their own health or that of those for whom they are responsible. of those for whom they are responsible.

– Clearly there is a particular burden of responsibility on clinicians and service providers, but Clearly there is a particular burden of responsibility on clinicians and service providers, but patients and carers share with them the need to be information literate about aspects of patients and carers share with them the need to be information literate about aspects of health and human services. health and human services.

– Even complex concepts and technical jargon can be made accessible and intelligible to Even complex concepts and technical jargon can be made accessible and intelligible to interested lay people. interested lay people.

3.3. Governments are vitally concerned with this aspect of their Governments are vitally concerned with this aspect of their responsibility;responsibility;

– not only because of the fundamental responsibility to ensure the health and wellbeing of not only because of the fundamental responsibility to ensure the health and wellbeing of their citizens, their citizens,

– but because of the vast amounts of money that may be saved when people take but because of the vast amounts of money that may be saved when people take appropriate care of themselves and their families and follow the directions or suggestions of appropriate care of themselves and their families and follow the directions or suggestions of healthcare professionals. healthcare professionals.

– Information literacy in health can bring about lifestyle changes and accordingly prevent Information literacy in health can bring about lifestyle changes and accordingly prevent excessive use of healthcare services.excessive use of healthcare services.

4.4. Health literacy is increasingly international in scope.Health literacy is increasingly international in scope. – With global population movements – both voluntary (migration and travel) and With global population movements – both voluntary (migration and travel) and

involuntary (natural disasters, war, civil disturbances) - diseases can often spread as involuntary (natural disasters, war, civil disturbances) - diseases can often spread as fast as, if not faster than, information about those diseases. fast as, if not faster than, information about those diseases.

– The recent SARS epidemic and AIDS/HIV pandemic are examples of where information The recent SARS epidemic and AIDS/HIV pandemic are examples of where information literacy could have reduced the spread of the problem, or alerted clinicians, officials literacy could have reduced the spread of the problem, or alerted clinicians, officials and members of the public to the cause, spread and preferred treatment regimes.and members of the public to the cause, spread and preferred treatment regimes.

5.5. Health and Human Services touch on a number of different sectors, Health and Human Services touch on a number of different sectors, departments, companies and communities. Accordingly, there is departments, companies and communities. Accordingly, there is considerable potential for inter-sectoral collaboration. This includes:considerable potential for inter-sectoral collaboration. This includes:

– Formal education (pre-schools, schools, colleges, universities)Formal education (pre-schools, schools, colleges, universities)– Non-formal and community education programmesNon-formal and community education programmes– Clinics, surgeries, hospitals and healthcare providersClinics, surgeries, hospitals and healthcare providers– Insurance companies and Health DepartmentsInsurance companies and Health Departments– Librarians and information specialistsLibrarians and information specialists– Publishers, broadcasters and web hosting organisationsPublishers, broadcasters and web hosting organisations– Pharmaceutical companies and medical device manufacturers.Pharmaceutical companies and medical device manufacturers.– These and other groups may be willing – indeed may be required – to collaborate to These and other groups may be willing – indeed may be required – to collaborate to

create local, national and regional information literacy campaigns.create local, national and regional information literacy campaigns.

6.6. Not surprisingly, when people experience a particular health condition Not surprisingly, when people experience a particular health condition – accident or illness - there is a general thirst for information about its – accident or illness - there is a general thirst for information about its likely progression and how to manage it.likely progression and how to manage it.

– Furthermore, there is a longstanding tradition of people helping each other, and a Furthermore, there is a longstanding tradition of people helping each other, and a willingness to share insights and suggestions about treatments. willingness to share insights and suggestions about treatments.

– These traditions in health care of ‘self help’ on the one hand, and ‘mutual support’ on These traditions in health care of ‘self help’ on the one hand, and ‘mutual support’ on the other, have become even more pronounced since the advent of the Internet. The the other, have become even more pronounced since the advent of the Internet. The consequence of this is that programmes that are designed to enhance people’s health consequence of this is that programmes that are designed to enhance people’s health information literacy are very likely to be positively received, as they pertain to both information literacy are very likely to be positively received, as they pertain to both acquiring and creating information.acquiring and creating information.

7.7. Although Information and Communication Technologies (ICT) are Although Information and Communication Technologies (ICT) are impacting on many – perhaps most – aspects of contemporary life, impacting on many – perhaps most – aspects of contemporary life, they are having a particular impact on the provision of health and they are having a particular impact on the provision of health and human services.human services.

– This includes not only e-health and telemedicine, the development of integrated This includes not only e-health and telemedicine, the development of integrated patient care records and the provision of self test protocols and tools, but also the patient care records and the provision of self test protocols and tools, but also the above-mentioned ability to contact others, to participate in online discussions and above-mentioned ability to contact others, to participate in online discussions and forums, and to readily access large amounts of information about specific conditions, forums, and to readily access large amounts of information about specific conditions, diseases and treatments. diseases and treatments.

– This latter especially poses information literacy challenges, not only because it This latter especially poses information literacy challenges, not only because it confronts users with abundant, often contradictory information which they must confronts users with abundant, often contradictory information which they must evaluate, but also because it is subtly altering the balance of power between clinicians evaluate, but also because it is subtly altering the balance of power between clinicians and patients. Indeed, the equitable provision of access to the same information is the and patients. Indeed, the equitable provision of access to the same information is the avowed intention of the UK’s National Electronic Library for Health (NeLH).avowed intention of the UK’s National Electronic Library for Health (NeLH).

8.8. Because health-based information comes in a variety of forms and Because health-based information comes in a variety of forms and formats, it exemplifies perfectly the multi-faceted nature of formats, it exemplifies perfectly the multi-faceted nature of contemporary information literacy. contemporary information literacy.

– For instance, clinicians and patients are equally likely to be confronted with For instance, clinicians and patients are equally likely to be confronted with statisticsstatistics, charts and diagrams, drawings, photographs, videos, broadcasts, CDs and , charts and diagrams, drawings, photographs, videos, broadcasts, CDs and websites, as well as the more familiar text-based resources, and various combinations websites, as well as the more familiar text-based resources, and various combinations of these. of these.

– Accordingly to fully understand the causes and consequence of particular medical or Accordingly to fully understand the causes and consequence of particular medical or health situations and treatment regimes, clinicians, patients and other users may all health situations and treatment regimes, clinicians, patients and other users may all require high levels of information sophistication.require high levels of information sophistication.

9.9. Finally, information literacy is particularly relevant to health because Finally, information literacy is particularly relevant to health because health and wellbeing are so fundamental to the human condition; health and wellbeing are so fundamental to the human condition;

– guaranteed by the International Declaration of Human Rights. guaranteed by the International Declaration of Human Rights. – Furthermore, both health and information literacy share a fundamental alignment and Furthermore, both health and information literacy share a fundamental alignment and

symmetry with the four pillars that support lifelong learning: learning to know, symmetry with the four pillars that support lifelong learning: learning to know, learning to do, learning to live together and learning to be (Delors, learning to do, learning to live together and learning to be (Delors, Learning: The Learning: The Treasure WithinTreasure Within).).

Act IIAct II

• Information literacy to change the Information literacy to change the worldworld

Information Literacy – not just for Information Literacy – not just for HealthHealth

•ALIA Statement on Information Literacy for all Australians ALIA Statement on Information Literacy for all Australians (2001)(2001)

•PrinciplePrincipleA thriving national and global culture, economy and democracy will be A thriving national and global culture, economy and democracy will be best advanced by people able to recognise their need for information, best advanced by people able to recognise their need for information, and identify, locate, access, evaluate and apply the needed information.and identify, locate, access, evaluate and apply the needed information.

•StatementStatement

•Information literacy is a prerequisite for:Information literacy is a prerequisite for:– participative citizenship;participative citizenship;– social inclusionsocial inclusion– the creation of new knowledge;the creation of new knowledge;– personal, vocational, corporate and organisational empowerment; personal, vocational, corporate and organisational empowerment;

andand– llearning for life. earning for life.

Leading up to the World Leading up to the World Summit on the Information Summit on the Information SocietySociety

• Last November, a small group of experts from Last November, a small group of experts from around the world met at Alexandria under the around the world met at Alexandria under the auspices of UNESCO and the US National Forum auspices of UNESCO and the US National Forum on Information Literacy to discuss Information on Information Literacy to discuss Information Literacy as a fundamental entitlement for Literacy as a fundamental entitlement for everyone (information literacy for all)everyone (information literacy for all)

• Sectors considered: Business and Commerce; Sectors considered: Business and Commerce; Education at all levels; Government and Civil Education at all levels; Government and Civil Society; Health and Human ServiceSociety; Health and Human Service

• Result: The ‘Alexandria Proclamation’Result: The ‘Alexandria Proclamation’

An attempt to convey the An attempt to convey the richness richness

• ……of three days of discussion and of three days of discussion and deliberationdeliberation

• ……in a single slide!!in a single slide!!

Putting Information Literacy in its placePutting Information Literacy in its place

A changed world

Individuals and groups to• Recognise the need for change• Make decisions• Take actions

ResourcesFreedom to actVision and hopeTransparent governanceTechnology infrastructureFinancial resources

Information LiteracyInformation Literacy

Information •Different forms•Different channels•Different sources•Different languages

Universal Health and longevityIncreased wealth and prosperityBetter informed decision making

A culture of learning and sharing insightsRespect for diversity

Environmental sustainability Improved quality of life for all

We are trying to achieve

which means

this requires

which implies

and

of c

ours

e

But something important

is missing herewhich

demands developing

not just the supply of

which differs according to the aim

covers various forms of

EducationOpportunities for learning

throughout life

Putting Information Literacy in its place: Putting Information Literacy in its place: Ends and MeansEnds and Means

A changed world









which means

this requires

which implies

and

of c

ours

e

which demands

developing




throughout life

Putting Information Literacy in its place: A Putting Information Literacy in its place: A multi-faceted conceptmulti-faceted concept

A changed world









which means

this requires

which implies

and

of c

ours

e

which demands

developing




throughout life

Information literacy: An extended Information literacy: An extended definitiondefinition

• comprises the competencies to recognize information needs comprises the competencies to recognize information needs and to locate, evaluate, apply and create information within and to locate, evaluate, apply and create information within cultural and social contexts; cultural and social contexts;

• is crucial to the competitive advantage of individuals, is crucial to the competitive advantage of individuals, enterprises (especially small and medium enterprises), enterprises (especially small and medium enterprises), regions and nations; regions and nations;

• provides the key to effective access, use provides the key to effective access, use and creationand creation of of content to support economic development, education, health content to support economic development, education, health and human services, and all other aspects of contemporary and human services, and all other aspects of contemporary societies, and thereby provides the vital foundation for societies, and thereby provides the vital foundation for fulfilling the goals of the Millennium Declaration and the World fulfilling the goals of the Millennium Declaration and the World Summit on the Information Society; and Summit on the Information Society; and

• extends beyond current technologies to encompass learning, extends beyond current technologies to encompass learning, critical thinking and interpretative skills across professional critical thinking and interpretative skills across professional boundaries and empowers individuals and communities. boundaries and empowers individuals and communities.

The Alexandria Proclamation The Alexandria Proclamation •Within the context of the developing Information Society, we Within the context of the developing Information Society, we urge governments and intergovernmental organizations to pursue urge governments and intergovernmental organizations to pursue policies and programs to promote information literacy and lifelong policies and programs to promote information literacy and lifelong learning. In particular, we ask them to supportlearning. In particular, we ask them to support

– regional and thematic meetings which will facilitate the regional and thematic meetings which will facilitate the adoption of information literacy and lifelong learning adoption of information literacy and lifelong learning strategies within specific regions and socioeconomic strategies within specific regions and socioeconomic sectors; sectors;

– professional development of personnel in education, library, professional development of personnel in education, library, information, archive, and health and human services in the information, archive, and health and human services in the principles and practices of information literacy and lifelong principles and practices of information literacy and lifelong learning; learning;

– inclusion of information literacy into initial and continuing inclusion of information literacy into initial and continuing education for key economic sectors and government policy education for key economic sectors and government policy making and administration, and into the practice of advisors making and administration, and into the practice of advisors to the business, industry and agriculture sectors; to the business, industry and agriculture sectors;

– programs to increase the employability and programs to increase the employability and entrepreneurial capabilities of women and the entrepreneurial capabilities of women and the disadvantaged, including immigrants, the disadvantaged, including immigrants, the underemployed and the unemployed; and underemployed and the unemployed; and

– recognition of lifelong learning and information literacy recognition of lifelong learning and information literacy as key elements for the development of generic as key elements for the development of generic capabilities which must be required for the accreditation capabilities which must be required for the accreditation of all education and training programs. of all education and training programs.

• We affirm that vigorous investment in information literacy We affirm that vigorous investment in information literacy and lifelong learning strategies creates public value and is and lifelong learning strategies creates public value and is essential to the development of the Information Society.essential to the development of the Information Society.

• www.ifla.org/III/wsis/BeaconInfSoc.htmlwww.ifla.org/III/wsis/BeaconInfSoc.html [accessed 28 March 2006] [accessed 28 March 2006]

The Alexandria Proclamation (cont’d)

http://www.ifla.org/III/wsis/BeaconInfSoc.html

Act III:Act III:

• Information literacy - chainsaw or Information literacy - chainsaw or scalpel?scalpel?

Today’s information landscapeToday’s information landscape

• In the present information In the present information environment, there is a super-environment, there is a super-abundance of informationabundance of information

• It is of very variable qualityIt is of very variable quality• Much of it is likely to be of marginal Much of it is likely to be of marginal

relevance to any given enquiryrelevance to any given enquiry• Any given search is likely to yield an Any given search is likely to yield an

excessive number of ‘hits’excessive number of ‘hits’• How to deal with thisHow to deal with this

Strategies for copingStrategies for coping

• Improve people’s search strategiesImprove people’s search strategies

• Increase their capacity for Increase their capacity for discernmentdiscernment

• But first, a brief excursion into But first, a brief excursion into terminology terminology

Information literacy: what Information literacy: what is it?is it?• A basic literacy for the 21A basic literacy for the 21stst Century Century

– ““To be information literate, a person must be able to recognize To be information literate, a person must be able to recognize when information is needed and have the ability to locate, when information is needed and have the ability to locate, evaluate and use effectively the needed information” (ALA evaluate and use effectively the needed information” (ALA Presidential Commission, 1989)Presidential Commission, 1989)

• Evolves throughout the course of a learning Evolves throughout the course of a learning projectproject

• ““the acquisition of those skills by all citizens the acquisition of those skills by all citizens should be treated as a basic human right” – NCLIS should be treated as a basic human right” – NCLIS 20022002

• Widespread support, but different conceptions – Widespread support, but different conceptions – formal education, government, employers and formal education, government, employers and professions, librarians and information specialistsprofessions, librarians and information specialists

• (see, for instance, ALIA ‘Statement on Information (see, for instance, ALIA ‘Statement on Information Literacy for All Australians’ and Alexandria Literacy for All Australians’ and Alexandria Proclamation)Proclamation)

Why is it important?Why is it important?• With the rapid increase in the amount of information With the rapid increase in the amount of information

and the increasing availability of information and the increasing availability of information technology, information literacy has quickly become technology, information literacy has quickly become one of the most vital sets of skills for the twenty-first one of the most vital sets of skills for the twenty-first century.century.

• Fundamental to their success as students and is also a Fundamental to their success as students and is also a basic requirement in most occupations, especially basic requirement in most occupations, especially those for graduatesthose for graduates

• Fundamental set of skills for personal life, including Fundamental set of skills for personal life, including active citizenshipactive citizenship

• ‘‘Attitude of mind’; it is always evolving; not a once Attitude of mind’; it is always evolving; not a once and for all accomplishmentand for all accomplishment

• Fundamentally needed for continuing/lifelong learningFundamentally needed for continuing/lifelong learning

Is it the same as ICT Is it the same as ICT Literacy?Literacy?

• Do you, or people you know, use the Do you, or people you know, use the term information literacy to include term information literacy to include technology fluency?technology fluency?

• What are the similarities and What are the similarities and differences?differences?

ICT literacy: What is it?ICT literacy: What is it?• A basic literacy for the 21A basic literacy for the 21stst Century Century

– ““ICT literacy is using digital technology, communications ICT literacy is using digital technology, communications tools, and/or networks to access, manage, integrate, tools, and/or networks to access, manage, integrate, evaluate and create information in order to function in a evaluate and create information in order to function in a knowledge society” (ICT Literacy Panel, 2002)knowledge society” (ICT Literacy Panel, 2002)

• European Computer Driving LicenceEuropean Computer Driving Licence• Can ICT literacy be context free?Can ICT literacy be context free?• Intergenerational differences – confidence Intergenerational differences – confidence andand

competencecompetence• Many users are self-taughtMany users are self-taught• Collaboration between formal education, Collaboration between formal education,

workplaces and communitiesworkplaces and communities

Hierarchy of ICT LiteracyHierarchy of ICT Literacy

(Market Equity, 2002, p. 19)

Two different kinds of Two different kinds of literacyliteracy

• ICT LiteracyICT Literacy• Generic and domain specific Generic and domain specific

elementselements• Partnership between IT and Partnership between IT and

subject specialistssubject specialists• Cumulative and hierarchicalCumulative and hierarchical• Various elements or Various elements or

componentscomponents• Evolves over timeEvolves over time• Published guides to assist Published guides to assist

learnerslearners

• Information LiteracyInformation Literacy• Generic and domain specific Generic and domain specific

elementselements• Partnership between Info. and Partnership between Info. and

subject specialistssubject specialists• Cumulative and hierarchicalCumulative and hierarchical• Various elements or components Various elements or components • Evolves over timeEvolves over time• Published guides to assist Published guides to assist

learnerslearners

Digital Literacy: A hybrid Digital Literacy: A hybrid conceptconceptInformation literacy ICT Literacy

Digital literacy

Digital literacy: What is it?Digital literacy: What is it?• A new hybrid concept that blends ICT literacy and A new hybrid concept that blends ICT literacy and

information literacyinformation literacy– ““to be deeply literate in the digital world means being to be deeply literate in the digital world means being

skilled at deciphering complex images and sounds as skilled at deciphering complex images and sounds as well as syntactical subtleties of words. Above all, it well as syntactical subtleties of words. Above all, it means being at home in a shifting mixture of words, means being at home in a shifting mixture of words, images and sounds” (Lanham, 1995, p. 161)images and sounds” (Lanham, 1995, p. 161)

• The ability to navigate in cyberspace and to The ability to navigate in cyberspace and to negotiate hypertext documents is separate both negotiate hypertext documents is separate both from ICT literacy and form information literacy, from ICT literacy and form information literacy, but entails elements of bothbut entails elements of both

• Because digital literacy is constantly evolving, its Because digital literacy is constantly evolving, its development has to be viewed as an ongoing -- development has to be viewed as an ongoing -- indeed as a lifelong -- project.indeed as a lifelong -- project.

So, back to my questionSo, back to my question ……

• Is information literacy more like a Is information literacy more like a chainsaw or a scalpel?chainsaw or a scalpel?

In my view, bothIn my view, both

• Improve people’s search strategiesImprove people’s search strategies

• [chainsaw][chainsaw]

• Increase their capacity for discernmentIncrease their capacity for discernment

• [scalpel][scalpel]

• There is a need for a balanced There is a need for a balanced development of both sets of skillsdevelopment of both sets of skills

Challenges for the futureChallenges for the future• Recognise the global nature of the need for ILRecognise the global nature of the need for IL• Recognise that Information Literacy has gRecognise that Information Literacy has generic eneric

and domain specific elementsand domain specific elements• Acknowledge that IL evolves over time; it is Acknowledge that IL evolves over time; it is

cumulative and hierarchicalcumulative and hierarchical• See Information Literacy as contextualised and, to See Information Literacy as contextualised and, to

some extent, as socially distributed some extent, as socially distributed • Take a long term view Take a long term view • Use language with careUse language with care• Argue the case for information literacy from Argue the case for information literacy from

different points of viewdifferent points of view• Forge strategic partnerships (with subject experts Forge strategic partnerships (with subject experts

and practitioners)and practitioners)• Keep the flame alightKeep the flame alight

Epilogue: A final extract from the Epilogue: A final extract from the Alexandria ProclamationAlexandria Proclamation

• Information Literacy lies at the core of Information Literacy lies at the core of lifelong learning. It empowers people in lifelong learning. It empowers people in all walks of life to seek, evaluate, use all walks of life to seek, evaluate, use and create information effectively to and create information effectively to achieve their personal, social, achieve their personal, social, occupational and educational goals. It is occupational and educational goals. It is a basic human right in a digital world a basic human right in a digital world and promotes social inclusion of all and promotes social inclusion of all nations.nations.

Information literacy in Information literacy in context: Back to the futurecontext: Back to the future

• In his classic book In his classic book American education: The Colonial American education: The Colonial experience, experience, Cremin points out that until a couple of Cremin points out that until a couple of centuries ago, learning was undertaken in a wide variety centuries ago, learning was undertaken in a wide variety of contexts, “not only in schoolrooms, but in kitchens, of contexts, “not only in schoolrooms, but in kitchens, manses, churches, meeting houses, sheds erected in the manses, churches, meeting houses, sheds erected in the fields and shops erected in the towns, [and] pupils were fields and shops erected in the towns, [and] pupils were taught by anyone and everyone, not only by taught by anyone and everyone, not only by schoolmasters, but by parents, tutors, clergymen, lay schoolmasters, but by parents, tutors, clergymen, lay readers, precentors, physicians, lawyers, artisans and readers, precentors, physicians, lawyers, artisans and shopkeepers…” (Cremin, 1970, p. 192).shopkeepers…” (Cremin, 1970, p. 192).

Running amok with a chainsaw: A personal perspective on Information Literacy (in Three Acts) Philip...

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