Defining Information Literacy in the 21st Century

http://archive.ifla.org/IV/ifla70/papers/059e-Campbell.pdf
(viewed 27 August 2012)

I seem to have spent nearly all day on the computer putting my information literacy (research) skills to use - so I thought "what better subject to blog about"! Then of course, I had to find something to read and comment on without making my eyes bleed from reading reams of scholarly text.

Luckily, I found this paper presented at the IFLA Conference in 2004 - not too out of date and containing some interesting concepts about information literacy. I will start as Sandy Campbell did by quoting the ALA's definition:

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information.

A fairly straightforward definition which she then demonstrates will also cover occasions where information is obtained by means other than in a library or via the internet.Should we perhaps change the name to information fluency or information competency? Personally, I rather like fluency - it does not have any of the stigma attached to words like literacy or competency.

The paper then goes on to look at what libraries and librarians can expect in the future, including that libraries are no longer the primary source of information, and the loss of face to face contact with their patrons as they use the internet and databases. A complete set of skills will involve critical thinking, interpreting data and using data appropriately.

And libraries should focus on teaching people how to use the information that they can access readily and regularly. Forget the fancy tools and whizz-bang sites - the buzz word should be APPROPRIATE. Appropriate for the user depending on what tools they have access to and appropriate depending on why they need the information.

Glutton for Punishment

Broughton, V. (2012). Essential Library of Congress Subject Headings. London: Facet Publishing.

I've decided that I am a glutton for punishment - not only am I reading this book but I am quite enjoying it. Thus, another blog the day after the usual weekly one!

I am only up to Chapter 7 and about a third of the way through the book, but I am learning lots about how to read and use the "big red books". Thankfully it is written by a Pom (sorry, British subject) so there is some humour and a slight dig at the american-ness of LCSH. The other thing the author did was to give a simple explanation of Cutter's Rules - something I was looking for when we had to do the Cataloguing Timeline essay.

I am probably getting a bit ahead of myself with the Cataloguing class this semester but I thought a bit of extra reading would not hurt. And it hasn't! I now know why the subjects are arranged in word by word filing and have learned more about controlled indexing and how to analyse the content of books.

I probably should not read much more or I will get too far ahead of what Chris wants to teach us, but I will definitely be getting the book out of the library again. And, I am looking forward to doing more work on LCSH and SCISSH as the semester progresses!!!!! Sick aren't I?

Library Terms for Web Sites

http://escholarship.org/uc/item/3qq499w7#page-1, viewed 19 August 2012
Kupersmith, John, "Library Terms that Users Understand"

I found this article through the A.L.I.A. PD Postings email, which each month lists suggestions for Professional Development activities for A.L.I.A. members. These suggestions include professional reading, so the monthly email will be a useful resource for me in this subject.

This particular article summarizes research from usability studies undertaken at many University libraries, and it is meant to help "library web designers decide how to label key resources in such a way that most users can understand them well enough to make productive choices".

Library web sites should avoid terms that can be misunderstood, instead they should use natural language. The example given was to use Borrowing from other Libraries instead of Inter-Library Loans. Confusing terms should be enhanced or explained using mouse-overs or tool tips. Web sites should have a glossary of library terms.

They should provide alternative paths to reach information by putting links in other areas. They need to avoid cognitive dissonance by using terms consistently throughout the web site, and even in the Library itself with signage and printed materials.

The article also details the types of testing done as well as showing results by institution,. I found this to be quite revealing where library web sites often did not use words like book, newspaper, article but instead preferred ambiguous terms like items, resources, or specialized terms like serials. At some institutions, even the term database was unfamiliar to study participants.

When the average success rate for finding journal articles is only 52%, libraries obviously cannot rely on their students being "information literate", particularly first year students. Libraries need to design web sites which use natural language and simple target words, like Find .... They need to avoid acronyms, brand names and jargon (including Library jargon like periodicals and serials - the rest of the world calls them magazines). They also should "provide alternative paths where users are likely to make predictable wrong choices", e.g. a link to article databases from the online catalogue and the Find Journals page. Above all they should remember that not all students are familiar with libraries or their resources and at the risk of shooting myself in the foot by using an acronym, they should KISS (keep it simple stupid)!!

The Purpose of Libraries

Henry, Robin, "Have We Lost Our Way? Examining the Purpose of Libraries in a Post-Literate Society", Library Media Connection, Vol. 28 No. 1, p. 30-31, Aug/Sep 2009, viewed 7 Aug 2012.

I downloaded and read Robin Henry's article as part of an exercise given to the class by Maria, looking at the philosophy and purpose of libraries. Although I did not use the article as part of my answer to the exercise, I was interested in what the article talked about - the dumb acceptance by people that the Internet has all the answers and the current lack of critical thinking and discussion.

Ms Henry contends that there is a difference between knowledge and information. Knowledge requires us to inquire, to think critically and to judge the accuracy and value of the information. Information is merely data with no particular use until placed into context.

Reading is the foundation skill for gaining knowledge and libraries need to emphasize their expertise in helping patrons to successfully search for information and in teaching them to evaluate and use that information, i.e. knowledge. Ms Henry wants libraries and more importantly, librarians to go back to their core purpose by offering services related to personal growth, education, searching skills and interpretive skills.

The printed book may be declining in use (or not) but there will always be other technologies to replace them (or not), and libraries and librarians need to be at the forefront in using those technologies and showing the way, so that knowledge skills are not lost.

Reviewing Hugh Rundle blog

http://hughrundle.net/2012/05/28/a-failure-of-imagination-the-problem-with-format-neutrality/
Viewed August 3, 2012

Hugh's blog looks at the problems of access to information - not just about the content but how to access the content. Focusing mainly on problems of using ebooks and the internet, which were supposed to give us easy access to information, he looks particularly at the differences in technology between devices which makes them incompatible and therefore stops us from accessing information. Whether it is the incompatibility of some websites to iPads or the fact that eBooks will not download to all eReaders, the way that information is presented is not necessarily giving us better access.
Things which have worked like Wikipedia and Facebook should be emulated for their ease of use and universal availability, and he talks about making services available on existing technology, not inventing new technology to provide the service. We need to stop reinventing the wheel and to stop trying to fit new technology to old methods and philosophy.
Summing up, Hugh wants to see "the perfect model of access, under imperfect conditions" so everyone can get information whenever they want and wherever they are. I enjoyed this blog because it explored our preconceptions of what comes first - technology or information and has a bit of a dig at "old school" librarians for trying to fit new technologies into old models of lending and library practice.