Information literacy skills are used for academic purposes, such as research papers and group presentations. They are used on the job—the ability to find, evaluate, use and share information is an essential skill. They are also used in consumer decisions, such as which car or vacuum cleaner to purchase, are critical. Last but not least, they are used by informed citizens in participating fully in a democratic society through voting (Kenney, 2007).
Information literacy is conceivably the foundation for learning in contemporary environment of continuous technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the need for learners to engage with the information environment as part of their formal learning processes (Kenney, 2007).
Information literacy is critically important because growing ocean of information in all formats is everywhere. Not all information is created equal: some is authoritative, current, reliable, but some is biased, out of date, misleading, and false. The amount of information available is going to keep increasing. The types of technology used to access, manipulate, and create information will likewise expand (Lauer & Yodanis, 2012).
Information literacy can be defined as the ability to ferret out the answer to questions, the ability to explore a subject and to come away with an understanding of that subject. The Presidential Committee on Information Literacy (2009) provides another definition that information literacy knows how to learn. Information literacy is a critical element in numerous aspects of life. Indeed, as might be expected, information literacy has a definite influence on scholarship, practice, and leadership (Outing, 2007).
No one individual knows everything. An informational literate individual, however, has the skills to learn about anything. They know where to look for the answer to both the common everyday information needs and for the answer to the more perplexing, less-easily-addressed, problems of life. They are familiar not just with where to look but also with the tools and processes required to find those answers. Zabel (2007) points out that efforts to train students to be adept at attaining information through a variety of mechanisms must be “integrated, relevant, ongoing, collaborative, and applied” if they are to be successful in preparing those students for success in their academic and professional careers (Zabel ,2007).
For students to be adequately informed about the value of the university library and resources such as the Internet in information retrieval there must be a careful collaboration between teaching staff and library staff (Kenney, 2007). The focus in this task, of course, is preparing students not just for the immediate research project at hand but rather to prepare them to be life long learners, to prepare them to be successful and productive...