Information Literacy: A Practitioner's Guide

Citation

Williams, P. (2005), "Information Literacy: A Practitioner's Guide", New Library World, Vol. 106 No. 7/8, pp. 386-387. https://doi.org/10.1108/03074800510608710

“Information Literacy: A Practitioner's Guide” explores both the theory and practice of information literacy in the context of lifelong learning. In that, the theory element is strongly featured in the first part of the book, and considerably informs the remainder of it, the work goes far beyond that indicated in title. It is certainly more than simply the “practitioner's guide” it purports to be.

The book is organised into three parts. Part one sets the scene by focusing on the independent component of information literacy, the so‐called “learning‐to‐learn” approach. Definitions are offered, together with a discussion of the concept generally, and various models described and illustrated. Profiles of approaches taken from the USA, Austalia/New Zealand and the UK chart the extent of information literacy programmes within each of the three national learning agendas. A shift from library education to information literacy within the higher education (HE) sector is noted. The book argues that two approaches emerge. One is the predefined information literacy framework operating in the USA and Australia/New Zealand that foster independent learning, and the more technology‐driven approach of the UK, where ability in ICT is given priority over other aspects of information literacy competencies.

In part two, comparisons are made between the frameworks devised by the appropriate library/HE bodies, which highlights common elements of information literacy. The author argues that the main difference is in the interpretations of knowledge construction or acquisition, and in the emphasises – on pedagogy in the case of Australia/New Zealand, and a wider social view taken by the UK and USA.

Part three concentrates on the actual practice of information literacy. Two case studies from the author's teaching in HE are related, one of a module for social science undergraduates, the other a post‐graduate research‐based module. The studies exemplify methods of integrating an information literacy framework in different contexts, and offer extremely useful practical comparisons for educators.

The book concludes by warning that the successful implementation of information literacy in education depends on a cultural shift which replaces learning of subject‐specific knowledge with the emphasis on the ability to learn independently, in which the tutor is facilitator, guiding the learner towards the various skills illustrated throughout the book.

Overall the work provides both an excellent overview of the concepts and definitions of information literacy and its implementation in two distinct contexts, and is exceptionally well researched. There is a useful summary at the end of each chapter, and comprehensive appendices reproducing diagnostic information literacy questionnaires, full national frameworks and much else. Shortcomings are few. The section on case studies, for example, could have been expanded a little to include more material for the practitioner. The author clearly has a rich experience of teaching the subject, and this could have been undertaken without the book turning into a simple “how to” guide. A case study in a non‐academic, or at least non‐HE, context would have been useful, particularly given current thinking on the need generally for information skills in society. Finally, although the book is not a write‐up of academic research, the method of analysis of interview feedback from students might have been outlined a little more fully. In many cases, little is said about the extent to which various quotes are representative of student views generally (e.g. the quote illustrating that “the module made students aware of the importance of evaluating information”). Without slightly more rigour in the write‐up of this qualitative data, the exercise might have sounded to some readers as a little self‐congratulatary, were it not that various problems associated with one module were highlighted.

These minor failings are far outweighed by the strengths of the book. The author has done exceptionally well in integrating theory and practice, and in exploring and comparing the different national perspectives used as examples. Her style of writing is lucid and engaging, and there is a logical structure to the book that gives it a fine coherency. Overall, the book is an excellent account of information literacy, with two well documented case studies and a detailed exposition of various approaches and models. Strongly recommended.