Re: [LM_NET] GEN: Information Literacy - the most basic of the basics

["Bartow, Colet" <CBartow@MT.GOV>]

Bravo Mike!  The survival of school library programs and teacher librarians depends 
upon a clear and consistent focus on information literacy.

The most challenging questions are those which provoke us to confront what we 
already know on some level--information literacy is the most basic literacy!  WOW.  
We don't have to look any further than our small children to see the evidence that 
the ability to ask questions and solve problems is the path to learning and growth.

Without this focus, we end up undermining our mission, stated so succinctly in 
Information Power (1988):  to ensure that students and staff are effective users 
[and creators] of ideas and information.

Colet Bartow
Montana Office of Public Instruction
Library Media Curriculum Specialist
PO Box 202501
Helena, Montana 59602
voice:  406.444.3583
email: cbartow@mt.gov
www.opi.mt.gov/LibMedia/index.html

"There are only two lasting bequests we can hope to give our children.  One of 
those is roots, the other, wings.  - Hodding Carter

-----Original Message-----
From: Michael Eisenberg [mailto:mbe@u.washington.edu]
Sent: Tuesday, April 28, 2009 12:11 PM
To: LM_NET@LISTSERV.SYR.EDU
Cc: Michael Eisenberg
Subject: GEN: Information Literacy - the most basic of the basics (long post)

Hello All -

This is an edited and expanded recent post to my blog (on the Big6 website). I 
offer it because I am concerned about the school library field losing its focus and 
center. Looking at recent discussions and standards/guidelines, I see a downplaying 
of the importance and centrality of information literacy. For example, in the 
latest AASL publications, the emphasis seems to be on "multiple literacies" 
including information literacy, but also equally focusing digital, technology, 
visual, media, and other literacies.

I have no quarrel with recognizing the value of other literacies. They are 
certainly important to a child's education and development.  BUT -

(1) information literacy is the most basic of the basics.
(2) information literacy skills are gaining increasing recognition among educators 
and the public.
(3) information literacy is us - that's what school library program are all about.
(4) information literacy is not just "one of many" literacies. It's the foundation; 
the most basic of the basics.

Teacher-librarians can't be responsible for ALL learning. Different educators 
champion and focus on different aspects of student learning. We are champions of 
information literacy. In our instructional programs, our focus should be on student 
learning of information literacy skills in the context of classroom curricula and 
learning. When we state that information literacy is just one of many literacies, 
we do ourselves a disservice and marginalize the core of what we are about. 
Ironically, we seem to be watering down our message and emphasis just when others 
are recognizing its value.

I acknowledge (and expect) some criticism because of perceived personal bias.  Yes, 
I am deeply involved with information literacy learning. My own writing, research, 
teaching, and presentations are information literacy focused. But, this isn't about 
promoting the Big6. It's about the essence of school library programs and the needs 
of students. Forget the Big6 -- champion and use any model, approach, or set of 
information literacy skills.

I recently presented a 2 hour session on information literacy via video to a group 
of librarians (academic, school, public, and special) in Belarus.  It was a very 
meaningful and interesting experience.  We had simultaneous translation and they 
had the handouts translated in advance.  The best part was the extensive Q&A 
session.

One of the most insightful questions was about the broad applicability of 
information literacy (Big6) skills. The questioner posed something like, "Professor 
Eisenberg, you offer a new way of thinking about research and library skills. You 
say that these skills are applicable widely - not just for research papers and 
projects.  But, are there any places where these skills are not important, are less 
applicable?"

I must admit that I was stumped at first.  I hadn't faced this question before.  
So, I fumbled a bit and started talking about the applicability of "literacy" 
itself - reading and writing.  While reading and writing are certainly widely 
applicable, there are instances where they are less important - when riding a 
bicycle, for example (or learning how to ride a bicycle) or taking a photograph or 
deciding whether to go to the movies or for a walk.  Oh yes, there are certainly 
instances where reading and writing could help in these situations, but it's not 
required.

BUT, even in these situations, information literacy skills come into play. You 
still size up the situation (i.e., define the task), gather information, 
process/use information, and sythesize decisions.  You even engage in information 
evaluation (e.g., do I need more?) and possibly loop back to a different stage in 
the process.

Then it hit me - hard - that information literacy is the most fundamental, the most 
basic of the literacies.  Reading and writing is essential in our society, and 
media literacy, and digital, technology, visual, financial, and all the rest are 
certainly important.  But, information literacy - information skills - the 
information problem-solving process underlies all. I now speak about RESEARCH is 
the 4th R, but it's more than that - is actually the most important of all the R's!

There are many interesting developments in technology, media, and new approaches to 
learning and teaching. There are certainly roles for teacher-librarians and school 
library programs in all of these.  But, we must remain true to our core and make 
sure that our programs fulfill the core responsibility of ensuring that all 
students are information literate. Yes, we can integrate other literacies into 
information literacy as appropriate. For example, media literacy fits nicely into 
the information seeking and presentation stages of information literacy. Doug 
Johnson and I have written extensively about full integration of technology skills 
into an information literacy skills curriculum. Also, we can collaborate with 
classroom teachers, technology specialists and others to see that instruction takes 
place in meaningful contexts.  But first and foremost, we should focus and be 
assessed on the information literacy learning of each and every student in our 
schools.

Thanks for listening,

Mike
***************************************************************
Mike Eisenberg
Dean Emeritus and Professor
The Information School of the University of Washington Box 352840 Mary Gates Hall, 
Suite 370 Seattle, WA 98195-2840
Phone: (206) 616-1152
mbe@u.washington.edu
http://www.ischool.washington.edu/mbe
Twitter Username: mbeseattle
Second Life Avatar: MB44 Husky

***************************************************************






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