Philosophy of information literacy: To read, view, listen or interact in using information

PS. image courtesy: Brenau Trustee Library

Miriam (Mimi) Sue Dudley, 1983:
"Library instruction, bibliographic instruction and user education are all reference services. The concept of reference as an assistance to users of libraries first appeared in Library Journal in 1891. In 1870's personal assistance to the reader was made available, in 1877 the access to the resources themselves was restricted to the research. In 1884 Dewey introduced the first reference department at Columbia University. In the last quarter of the 20th century library instruction was formalized as a separate function. establishing a separate unit within ALA.
The philosophy of bibliographic instruction asks the questions: why, when, where and who of library instructions. The answer: When? Now, Always, Anytime. Where? Anyplace. Every Place. Who? Your users and your colleagues. Why? Because you are a librarian." (p.63) [source] (probably the complete citation is :  Mimi Dudley, "A Philosophy of Library Instruction", Research Strategies, 1:2 (Spring 1983), 63.)

Readings:

• Philosophy of Information Literacy Education
• Philosophy of Information Literacy
• The Information Literacy Land of Confusion
• Bibliographic Instruction in Public Libraries: A Question of Philosophy
• Philosophy of User Education   Girja Kumar  
• Cook,JHA & Timmis,SE Towards a theory of student motivation in virtual learning, ALT-C 2002, p83 -92, Association of Learning Technology, 2002  in University of Bristol | Institute for Learning and Research Technology (ILRT) | Publications
• My philosophy of information literacy 
• Information Literacy and Communication: A Theoretical Approach to an Interdisciplinary Issue 
• A new direction for library and information science: the communication aspect of information literacy
• CRITICAL INFORMATION LITERACY IN PRACTICE: AN INTERPRETIVE SYNTHESIS
• Standish Library Philosophy of Information Literacy 
  
• Information Literacy Theory : An overview of resources and models:

  People absorb information in different ways - for example you may prefer to read instructions, whilst other people may prefer to listen to a podcast and others would want to watch a visual demonstration. It's also important to consider different cultural backgrounds - for example students from some backgrounds may feel it is disrespectful to interrupt the trainer by asking questions. Other students may come from backgrounds where they are expected to quote large chunks of text verbatim, rather than to synthesize and analyze a range of different academic arguments. IL practitioners have to be aware of all these different variations of learning styles.

  Different theories underpin teaching methods, and an IL practitioner needs to be aware of these and how they can help delivery of workshops and the practitioners own understanding of student behaviours

  • Behaviourist theory
  • Cognitivist theory
  • Poblem based/ Inquiry based Learning (IBL)
  • Student Centered
  • Collaborative learning
  • Experiental Learning
  • Constructivist Theory
  • Deep vs Surface learning

  There are several models of Information Literacy (IL) some of the most well known are:

  SCONUL Seven Pillars

  CILIP Definition

  American Library Association (ALA) Information Literacy Standards

  ACRL Competency standards ACRL is the Association of College and Research Libraries division of the ALA

  Australian and New Zealand Information Literacy Framework(ANZILL)

  Six Frames for Information Literacy Education