eliterate or illiterate? The relationship of literacy, information literacy and IT literacy
Stephen Town
Cranfield University,
United Kingdom
Paper: 1/2 hour
Convergence & Continuity
This paper explores the relationship between literacy, information literacy and IT literacy and the potential for developing both understanding and practical consequences through improved definition and demarcation between the three concepts. Differences are elaborated to illustrate the boundaries between the different forms of literacy.
The paper draws on the recent work of the SCONUL Advisory Committee on Information Literacy in further defining the seven pillars model of Information literacy and developing understanding of its application to practical programmes at different levels and to academic subject fields. The importance of a 'subject knowledge' component of information literacy is elaborated and related to the model.
Three strands of this work in particular are described here:
- Further work on defining information literacy and its relationship to other literacies; especially those relating to the HE context.
- Work with the UCISA TLIG group on the relationship of the model to IT literacy models and understanding is described, and how this also has further elaborated certain areas of the model. The difficulties in developing a combined model of eliteracy are discussed.
- Broader work on definition and programmes. Experience of the use of the model for generic information literacy courses is used to comment on IFLA's recently released plans for a global Information Literacy Certificate. This is discussed in relation to the issues of application to different educational levels and in different subject areas. How a generic definition and model for information literacy can be used and applied to a broad range of contexts is described. Case studies will be used to demonstrate this from various current research, development and programme initiatives which use the seven pillars model as a basis.
In conclusion the educational and training consequences of improved definition of different literacies for future information professionals are addressed.
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