Information Literacy: A Practitioner's Guide

Citation

du Preez, M. (2005), "Information Literacy: A Practitioner's Guide", The Electronic Library, Vol. 23 No. 4, pp. 503-504. https://doi.org/10.1108/02640470510611607

Information literacy and lifelong learning have become essential survival skills in the information society. Susie Andretta's Information Literacy: A Practitioner's Guide is a welcome contribution to the exploration of information literacy. In it she explores information literacy in the context of independent and lifelong learning and writes from the perspective of a practitioner reflecting on concrete examples of information literacy provision set within a higher education institution.

The book is divided into three parts. Part 1 (Chapter 2) sets the context by focusing on the independent‐learning element of information literacy: the learning‐how‐to‐learn approach. Here Andretta analyses two different higher education information literacy models: the Australian and New Zealand Institute for Information Literacy (ANZIIL) and US Association of Colleges and Research Libraries (ACRL) model which addresses the challenges of lifelong learning through a clearly identified and coherent information literacy policy. The Society of College, National and University Libraries (SCONUL) devised the second model. This British model is characterised by a technology‐driven strategy in which information and communication skills are prioritised.

Chapter 3 (Part 2) examines and compares the frameworks devised by ACRL, ANZIIL and SCONUL to arrive at a more comprehensive picture of the information literacy profile for each of the three countries. Andretta also explores the issue of integration from the perspective of a higher education institution.

The last part of the book focuses on information literacy practice (Chapters 4‐6) where two case studies are introduced, an information literacy module for social sciences and the other for applied information research (AIR). These case studies illustrate an information literacy provision that explores the dual perspective of the learner and that of professional practice. The following information on each case study is provided: an outline of the module, the learning outcomes, the learning and teaching methods, assessment details and examples. The analytical result of a diagnostic questionnaire for each module is also included, indicating the outcomes of each module. I found these most useful – not only in terms of ideas when developing new exercises for an information literacy module, but also to compare existing modules at local institutions with what is done elsewhere.

The six appendices that conclude the volume include the ACRL Information Literacy Competency Standards for Higher Education, the principles, standards and practice for the Australian and New Zealand Information Literacy Framework (ANZIIL), the Society of College, National and University Libraries (SCONUL) Information Skills model, examples of the application of ACRL standards in different disciplines, diagnostic questionnaires and questionnaire feedback. A bibliography and useful index concludes the volume.

Andretta has successfully managed to present the role this concept of information literacy can play in providing a framework for independent and lifelong learning in structuring learning policies at national and higher educational institutional levels. Andretta, a senior lecturer in information management in the Department of Applied Social Science, London Metropolitan University in the United Kingdom, can be congratulated with this welcome contribution to the exploration of information literacy.