Information literacy for empowering the society: The readiness of libraries, librarians and other stakeholders

Information literacy for empowering the society: The readiness of libraries, librarians and other stakeholders

Information literacy is recognized globally as an essential skill for the information society. We are in a rapidly growing and complex digital environment which in turn led to our continued dependence on information. People need to use the information at their disposal effectively, whether at home, at school, or at workplace. They need to find things out, assemble, process, evaluate, manage and communicate information. Increasingly, a fundamental part of being information literate and independent learner is being e-literate. Teaching of information literacy to learners helps them to be conscious of what it means to be information literate and e-literate and to use information effectively. In an age where the information overload becomes the norm, it is crucial for students of higher institutions of learning to understand the quality and organization of information. Information literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It equips them with the skills necessary to become independent life-long learners. It enables library and information professionals to create, develop and manage library and information centres to meet the specific information needs of the organization. As gate taker of information, library and information professionals and other staff whose role is to assist learners become independent, must have the ability to convey the concept of fundamental information literacy to students, be able to provide challenging, engaging lessons and exercises that will give the foundation they need to distinguish between the easiest sources to find and the best sources to use. Information literacy is best enhanced when it is it integrated into the curriculum. As information literacy curriculum should be problem-based, inquiry-based, and resource-based, makes effective use of instructional pedagogies and technologies, and is integrated and articulated with a discipline’s learning outcome, librarians should collaborate with stakeholders in their institution to ensure information literacy policy formulation and implementation. The paper explores some of the key aspects which teaching librarians must consider as they undertake this challenge of empowering students to have information literacy skills.