1. Running amok with a chainsaw: A personal perspective on Information Literacy (in Three Acts) Philip C Candy Director of Education, Training and Development NHS Connecting for Health

2. Overview of presentation Prologue Prologue Act I: Information Literacy as a matter of life and death Act I: Information Literacy as a matter of life and death Act II: Information literacy to change the world Act II: Information literacy to change the world Act III: Information literacy - chainsaw or scalpel? Act III: Information literacy - chainsaw or scalpel? Epilogue Epilogue

3. Introduction Four ‘big shifts’ or ‘paradigm changes’ that are changing the world of learning Four ‘big shifts’ or ‘paradigm changes’ that are changing the world of learning

4. Shift in perspective I: From the individual learner To the learner in social context To the learner in social context

5. Individual Lifelong Learner Shift in perspective I:The learner in context

6. Individual Lifelong Learner Learning Organisation

7. Individual Lifelong Learner Learning Communities Learning Organisation

8. Individual Lifelong Learner The Learning Society Learning Communities Learning Organisations

9. Shift in perspective II: From teaching to learning The truth is that even those who enjoy to the greatest extent the advantages of what is called a regular education must be their own instructors as to the greater portion of what they acquire, if they are ever to advance beyond the elements of learning. What they learn at schools and colleges is comparatively of small value, unless their own after reading and study improve those advantages. The truth is that even those who enjoy to the greatest extent the advantages of what is called a regular education must be their own instructors as to the greater portion of what they acquire, if they are ever to advance beyond the elements of learning. What they learn at schools and colleges is comparatively of small value, unless their own after reading and study improve those advantages. Craik, G (1830). The Pursuit of Knowledge Under Difficulties. Craik, G (1830). The Pursuit of Knowledge Under Difficulties. London: Charles Knight and SDUK. London: Charles Knight and SDUK.

10. Shift in perspective III: Recognition of the many sources of learning Families Families Preschools and schools - primary and secondary Preschools and schools - primary and secondary VET Providers (public and private) VET Providers (public and private) Universities Universities The workplace: Business and Industry The workplace: Business and Industry The Media The Media Libraries and information specialists Libraries and information specialists Community groups (clubs/churches) Community groups (clubs/churches) Government (Local/State- Provincial/National/Regional) Government (Local/State- Provincial/National/Regional)

11. Shift in perspective IV: The digital revolution A glass web spans the globe which is transforming commercial, social and cultural life in ways we do not fully understand. The emergence of new digital information spaces alongside the existing physical places of public life is posing challenges for policy and service developers. We are seeing the creation and recreation of markets and economic activity; of political and public discourse; of cultural research and learning work. A glass web spans the globe which is transforming commercial, social and cultural life in ways we do not fully understand. The emergence of new digital information spaces alongside the existing physical places of public life is posing challenges for policy and service developers. We are seeing the creation and recreation of markets and economic activity; of political and public discourse; of cultural research and learning work. Demspey, L (1999). Introduction. Information Landscapes for a Learning Society. Bath: UK Office for Library and Information Networking. Demspey, L (1999). Introduction. Information Landscapes for a Learning Society. Bath: UK Office for Library and Information Networking.

12. Towards a new approach to education and training New Lifelong Learning Paradigm Self-directed Learning Community Partnerships for Learning Technologically Assisted Learning

13. Act I Information Literacy as a matter of life and death Information Literacy as a matter of life and death

14. Meet the National Health Service (NHS) 1.4 million employees 1.4 million employees 600 separate Trusts; 28 Strategic Health Authorities 600 separate Trusts; 28 Strategic Health Authorities More than 50 million patients More than 50 million patients One consultation every 1.5 minutes One consultation every 1.5 minutes Total budget approximately £80 billion per annum Total budget approximately £80 billion per annum New National agency ‘Connecting for Health’ (“Better information for health, where and when it's needed”) New National agency ‘Connecting for Health’ (“Better information for health, where and when it's needed”)

15. NHS Connecting for Health is an Agency of the Department of Health. It is tasked with delivering the National Programme for IT in the NHS, which will provide an integrated IT infrastructure and systems for the NHS in England. It aims to connect over 30,000 GPs [Family Physicians] to almost 300 hospitals and give patients access to their personal health and care information, transforming the way the NHS works. NHS Connecting for Health Better information for health, where and when it's needed

16. Meet the National Programme for IT (NPfIT) Approx £6.5 billion capital costs Approx £6.5 billion capital costs Designed to put ICT into every public health facility in England Designed to put ICT into every public health facility in England One National SP; Five Local Service Providers One National SP; Five Local Service Providers Integrated Care Record Service Integrated Care Record Service ‘Choose and Book’ ‘Choose and Book’ Electronic Prescription Service Electronic Prescription Service Picture Archiving and Communications Systems (PACS) Picture Archiving and Communications Systems (PACS) Remote diagnosis; Telemonitoring Remote diagnosis; Telemonitoring Electronic Staff Record and Personal Learning Portfolios Electronic Staff Record and Personal Learning Portfolios National Electronic Library for Health National Electronic Library for Health

17. Major purposes of Connecting for Health To connect delivery of the NHS Plan with the capabilities of modern information technologies and, in particular, to: To connect delivery of the NHS Plan with the capabilities of modern information technologies and, in particular, to: –Support the patient and the delivery of services designed around the patient, quickly, conveniently and seamlessly. –Improve management and delivery of services by providing good quality data to support National Service Frameworks, clinical audit, governance and management information. –Support staff through effective electronic communications, better learning and knowledge management, cut time to find essential information and make specialised expertise more accessible (emphasis added). (Department of Health (June 2002) Delivering 21st century IT, Support for the NHS) (Department of Health (June 2002) Delivering 21st century IT, Support for the NHS)

18. The vision for the National Programme

19. The application of what we know already will have a bigger impact on health and disease than any drug or technology likely to be introduced in the next decade: Knowledge is the Enemy of Disease Dr Sir Muir Gray (Director of Knowledge Process and Safety) Why the National Programme is Vital

21. The situation in a nutshell In contemporary society, a constellation of changes has complicated the adult's challenge of being healthy: the health care system's shift from a paternalist to a partnership model, with more individual responsibility for prevention, informed decision making, and consent; complex choices about insurance; the need for self-management of chronic conditions such as diabetes and high blood pressure; and responsibility for both children's and elders' health care. Adults at all literacy levels must cope with conflicting media reports about environmental health hazards, diet and nutrition, the safety of hormone replacement therapy, and the appropriate frequency of screening tests; myths and misconceptions about communicable diseases such as smallpox, anthrax, and SARS; pharmaceutical company advertising about new drugs; and the vast amounts of health information available on the Internet. In contemporary society, a constellation of changes has complicated the adult's challenge of being healthy: the health care system's shift from a paternalist to a partnership model, with more individual responsibility for prevention, informed decision making, and consent; complex choices about insurance; the need for self-management of chronic conditions such as diabetes and high blood pressure; and responsibility for both children's and elders' health care. Adults at all literacy levels must cope with conflicting media reports about environmental health hazards, diet and nutrition, the safety of hormone replacement therapy, and the appropriate frequency of screening tests; myths and misconceptions about communicable diseases such as smallpox, anthrax, and SARS; pharmaceutical company advertising about new drugs; and the vast amounts of health information available on the Internet. (Kerka, ERIC Digest #478948, 2003) (Kerka, ERIC Digest #478948, 2003)

22. A complex information environment… For clinicians and staff For clinicians and staff Integrated Care Record Service Integrated Care Record Service The National Knowledge Service The National Knowledge Service The National Electronic Library for Health The National Electronic Library for Health Multiple reports, directives, regulations, policies Multiple reports, directives, regulations, policies An extensive programme on Health Informatics An extensive programme on Health Informatics For patients For patients The National Electronic Library for Health The National Electronic Library for Health NHS Online NHS Online ‘MyHealthSpace’ ‘MyHealthSpace’ Lots of technical jargon Lots of technical jargon Thousands of web-based sources of information Thousands of web-based sources of information

24. Why the Internet can be bad for your health Diabetes websites too complicated Diabetes websites too complicated Language used was beyond average comprehension Language used was beyond average comprehension Online health advice for people with diabetes is often too complex to understand, analysis suggests. Online health advice for people with diabetes is often too complex to understand, analysis suggests. A scientist at Bath University looked at pages about diabetes on 15 internet health sites run mainly by charities and official bodies. A scientist at Bath University looked at pages about diabetes on 15 internet health sites run mainly by charities and official bodies. He found people would need a reading ability of an educated 11 to 17-year- old to understand the sites. He found people would need a reading ability of an educated 11 to 17-year- old to understand the sites. However, he said the average reading age of people in the UK was equivalent to an educated nine-year-old. However, he said the average reading age of people in the UK was equivalent to an educated nine-year-old. Complicated language Complicated language Dr Maged Boulos from Bath University found the NHS Direct Online site was the hardest to understand. People would need the reading ability of an educated person aged 16 to comprehend information, he estimated. Dr Maged Boulos from Bath University found the NHS Direct Online site was the hardest to understand. People would need the reading ability of an educated person aged 16 to comprehend information, he estimated. http://news.bbc.co.uk/2/hi/health/3641634.stm [Friday, 10 September, 2004] http://news.bbc.co.uk/2/hi/health/3641634.stm [Friday, 10 September, 2004] http://news.bbc.co.uk/2/hi/health/3641634.stm

25. Why is information literacy important in health and human services? 1. It is truly a matter of life and death. –people’s life chances (and their civic participation) are strongly influenced by both their access to and understanding of various information resources, –it is especially vital that clinicians, patients and carers understand fully any documents, charts, statistics, diagrams, instructions, dosages, records, treatments and other materials they are given in order to ensure appropriate and accurate diagnosis, treatments and instructions (and, where appropriate the reasons for these). 2. It applies to everyone. No one - rich or poor, young or old - is exempt from the need to understand information about their own health or that of those for whom they are responsible. –Clearly there is a particular burden of responsibility on clinicians and service providers, but patients and carers share with them the need to be information literate about aspects of health and human services. –Even complex concepts and technical jargon can be made accessible and intelligible to interested lay people. 3. Governments are vitally concerned with this aspect of their responsibility; –not only because of the fundamental responsibility to ensure the health and wellbeing of their citizens, –but because of the vast amounts of money that may be saved when people take appropriate care of themselves and their families and follow the directions or suggestions of healthcare professionals. –Information literacy in health can bring about lifestyle changes and accordingly prevent excessive use of healthcare services.

26. 4. Health literacy is increasingly international in scope. –With global population movements – both voluntary (migration and travel) and involuntary (natural disasters, war, civil disturbances) - diseases can often spread as fast as, if not faster than, information about those diseases. –The recent SARS epidemic and AIDS/HIV pandemic are examples of where information literacy could have reduced the spread of the problem, or alerted clinicians, officials and members of the public to the cause, spread and preferred treatment regimes. 5. Health and Human Services touch on a number of different sectors, departments, companies and communities. Accordingly, there is considerable potential for inter-sectoral collaboration. This includes: –Formal education (pre-schools, schools, colleges, universities) –Non-formal and community education programmes –Clinics, surgeries, hospitals and healthcare providers –Insurance companies and Health Departments –Librarians and information specialists –Publishers, broadcasters and web hosting organisations –Pharmaceutical companies and medical device manufacturers. –These and other groups may be willing – indeed may be required – to collaborate to create local, national and regional information literacy campaigns. 6. Not surprisingly, when people experience a particular health condition – accident or illness - there is a general thirst for information about its likely progression and how to manage it. –Furthermore, there is a longstanding tradition of people helping each other, and a willingness to share insights and suggestions about treatments. –These traditions in health care of ‘self help’ on the one hand, and ‘mutual support’ on the other, have become even more pronounced since the advent of the Internet. The consequence of this is that programmes that are designed to enhance people’s health information literacy are very likely to be positively received, as they pertain to both acquiring and creating information.

27. 7. Although Information and Communication Technologies (ICT) are impacting on many – perhaps most – aspects of contemporary life, they are having a particular impact on the provision of health and human services. –This includes not only e-health and telemedicine, the development of integrated patient care records and the provision of self test protocols and tools, but also the above- mentioned ability to contact others, to participate in online discussions and forums, and to readily access large amounts of information about specific conditions, diseases and treatments. –This latter especially poses information literacy challenges, not only because it confronts users with abundant, often contradictory information which they must evaluate, but also because it is subtly altering the balance of power between clinicians and patients. Indeed, the equitable provision of access to the same information is the avowed intention of the UK’s National Electronic Library for Health (NeLH). 8. Because health-based information comes in a variety of forms and formats, it exemplifies perfectly the multi-faceted nature of contemporary information literacy. –For instance, clinicians and patients are equally likely to be confronted with statistics, charts and diagrams, drawings, photographs, videos, broadcasts, CDs and websites, as well as the more familiar text-based resources, and various combinations of these. –Accordingly to fully understand the causes and consequence of particular medical or health situations and treatment regimes, clinicians, patients and other users may all require high levels of information sophistication. 9. Finally, information literacy is particularly relevant to health because health and wellbeing are so fundamental to the human condition; –guaranteed by the International Declaration of Human Rights. –Furthermore, both health and information literacy share a fundamental alignment and symmetry with the four pillars that support lifelong learning: learning to know, learning to do, learning to live together and learning to be (Delors, Learning: The Treasure Within).

28. Act II Information literacy to change the world Information literacy to change the world

29. Information Literacy – not just for Health ALIA Statement on Information Literacy for all Australians (2001) ALIA Statement on Information Literacy for all Australians (2001) Principle A thriving national and global culture, economy and democracy will be best advanced by people able to recognise their need for information, and identify, locate, access, evaluate and apply the needed information. Principle A thriving national and global culture, economy and democracy will be best advanced by people able to recognise their need for information, and identify, locate, access, evaluate and apply the needed information. Statement Statement Information literacy is a prerequisite for: Information literacy is a prerequisite for: –participative citizenship; –social inclusion –the creation of new knowledge; –personal, vocational, corporate and organisational empowerment; and –learning for life.

30. Leading up to the World Summit on the Information Society Last November, a small group of experts from around the world met at Alexandria under the auspices of UNESCO and the US National Forum on Information Literacy to discuss Information Literacy as a fundamental entitlement for everyone (information literacy for all) Last November, a small group of experts from around the world met at Alexandria under the auspices of UNESCO and the US National Forum on Information Literacy to discuss Information Literacy as a fundamental entitlement for everyone (information literacy for all) Sectors considered: Business and Commerce; Education at all levels; Government and Civil Society; Health and Human Service Sectors considered: Business and Commerce; Education at all levels; Government and Civil Society; Health and Human Service Result: The ‘Alexandria Proclamation’ Result: The ‘Alexandria Proclamation’

31. An attempt to convey the richness …of three days of discussion and deliberation …of three days of discussion and deliberation …in a single slide!! …in a single slide!!

32. Putting Information Literacy in its place A changed world Individuals and groups to Recognise the need for change Make decisions Take actions Resources Freedom to act Vision and hope Transparent governance Technology infrastructure Financial resources Information Literacy Information Different forms Different channels Different sources Different languages Universal Health and longevity Increased wealth and prosperity Better informed decision making A culture of learning and sharing insights Respect for diversity Environmental sustainability Improved quality of life for all We are trying to achieve which means this requires which implies and of course But something important is missing here which demands developing not just the supply of which differs according to the aim covers various forms of Education Opportunities for learning throughout life

33. Putting Information Literacy in its place: Ends and Means A changed world Individuals and groups to Recognise the need for change Make decisions Take actions Resources Freedom to act Vision and hope Transparent governance Technology infrastructure Financial resources Information Literacy Information Different forms Different channels Different sources Different languages Universal Health and longevity Increased wealth and prosperity Better informed decision making A culture of learning and sharing insights Respect for diversity Environmental sustainability Improved quality of life for all We are trying to achieve which means this requires which implies and of course which demands developing not just the supply of which differs according to the aim Education Opportunities for learning throughout life

34. Putting Information Literacy in its place: A multi- faceted concept A changed world Individuals and groups to Recognise the need for change Make decisions Take actions Resources Freedom to act Vision and hope Transparent governance Technology infrastructure Financial resources Information Literacy Information Different forms Different channels Different sources Different languages Universal Health and longevity Increased wealth and prosperity Better informed decision making A culture of learning and sharing insights Respect for diversity Environmental sustainability Improved quality of life for all We are trying to achieve which means this requires which implies and of course which demands developing not just the supply of which differs according to the aim Education Opportunities for learning throughout life

35. Information literacy: An extended definition comprises the competencies to recognize information needs and to locate, evaluate, apply and create information within cultural and social contexts; comprises the competencies to recognize information needs and to locate, evaluate, apply and create information within cultural and social contexts; is crucial to the competitive advantage of individuals, enterprises (especially small and medium enterprises), regions and nations; is crucial to the competitive advantage of individuals, enterprises (especially small and medium enterprises), regions and nations; provides the key to effective access, use and creation of content to support economic development, education, health and human services, and all other aspects of contemporary societies, and thereby provides the vital foundation for fulfilling the goals of the Millennium Declaration and the World Summit on the Information Society; and provides the key to effective access, use and creation of content to support economic development, education, health and human services, and all other aspects of contemporary societies, and thereby provides the vital foundation for fulfilling the goals of the Millennium Declaration and the World Summit on the Information Society; and extends beyond current technologies to encompass learning, critical thinking and interpretative skills across professional boundaries and empowers individuals and communities. extends beyond current technologies to encompass learning, critical thinking and interpretative skills across professional boundaries and empowers individuals and communities.

36. The Alexandria Proclamation Within the context of the developing Information Society, we urge governments and intergovernmental organizations to pursue policies and programs to promote information literacy and lifelong learning. In particular, we ask them to support Within the context of the developing Information Society, we urge governments and intergovernmental organizations to pursue policies and programs to promote information literacy and lifelong learning. In particular, we ask them to support –regional and thematic meetings which will facilitate the adoption of information literacy and lifelong learning strategies within specific regions and socioeconomic sectors; –professional development of personnel in education, library, information, archive, and health and human services in the principles and practices of information literacy and lifelong learning; –inclusion of information literacy into initial and continuing education for key economic sectors and government policy making and administration, and into the practice of advisors to the business, industry and agriculture sectors;

37. –programs to increase the employability and entrepreneurial capabilities of women and the disadvantaged, including immigrants, the underemployed and the unemployed; and –recognition of lifelong learning and information literacy as key elements for the development of generic capabilities which must be required for the accreditation of all education and training programs. We affirm that vigorous investment in information literacy and lifelong learning strategies creates public value and is essential to the development of the Information Society. We affirm that vigorous investment in information literacy and lifelong learning strategies creates public value and is essential to the development of the Information Society. www.ifla.org/III/wsis/BeaconInfSoc.html [accessed 28 March 2006] www.ifla.org/III/wsis/BeaconInfSoc.html [accessed 28 March 2006] www.ifla.org/III/wsis/BeaconInfSoc.html The Alexandria Proclamation (cont’d)

39. Act III: Information literacy - chainsaw or scalpel? Information literacy - chainsaw or scalpel?

40. Today’s information landscape In the present information environment, there is a super-abundance of information In the present information environment, there is a super-abundance of information It is of very variable quality It is of very variable quality Much of it is likely to be of marginal relevance to any given enquiry Much of it is likely to be of marginal relevance to any given enquiry Any given search is likely to yield an excessive number of ‘hits’ Any given search is likely to yield an excessive number of ‘hits’ How to deal with this How to deal with this

41. Strategies for coping Improve people’s search strategies Improve people’s search strategies Increase their capacity for discernment Increase their capacity for discernment But first, a brief excursion into terminology But first, a brief excursion into terminology

42. Information literacy: what is it? A basic literacy for the 21 st Century A basic literacy for the 21 st Century –“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” (ALA Presidential Commission, 1989) Evolves throughout the course of a learning project Evolves throughout the course of a learning project “the acquisition of those skills by all citizens should be treated as a basic human right” – NCLIS 2002 “the acquisition of those skills by all citizens should be treated as a basic human right” – NCLIS 2002 Widespread support, but different conceptions – formal education, government, employers and professions, librarians and information specialists Widespread support, but different conceptions – formal education, government, employers and professions, librarians and information specialists (see, for instance, ALIA ‘Statement on Information Literacy for All Australians’ and Alexandria Proclamation) (see, for instance, ALIA ‘Statement on Information Literacy for All Australians’ and Alexandria Proclamation)

43. Why is it important? With the rapid increase in the amount of information and the increasing availability of information technology, information literacy has quickly become one of the most vital sets of skills for the twenty-first century. With the rapid increase in the amount of information and the increasing availability of information technology, information literacy has quickly become one of the most vital sets of skills for the twenty-first century. Fundamental to their success as students and is also a basic requirement in most occupations, especially those for graduates Fundamental to their success as students and is also a basic requirement in most occupations, especially those for graduates Fundamental set of skills for personal life, including active citizenship Fundamental set of skills for personal life, including active citizenship ‘Attitude of mind’; it is always evolving; not a once and for all accomplishment ‘Attitude of mind’; it is always evolving; not a once and for all accomplishment Fundamentally needed for continuing/lifelong learning Fundamentally needed for continuing/lifelong learning

44. Is it the same as ICT Literacy? Do you, or people you know, use the term information literacy to include technology fluency? Do you, or people you know, use the term information literacy to include technology fluency? What are the similarities and differences? What are the similarities and differences?

45. ICT literacy: What is it? A basic literacy for the 21 st Century A basic literacy for the 21 st Century –“ICT literacy is using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate and create information in order to function in a knowledge society” (ICT Literacy Panel, 2002) European Computer Driving Licence European Computer Driving Licence Can ICT literacy be context free? Can ICT literacy be context free? Intergenerational differences – confidence and competence Intergenerational differences – confidence and competence Many users are self-taught Many users are self-taught Collaboration between formal education, workplaces and communities Collaboration between formal education, workplaces and communities

46. Hierarchy of ICT Literacy (Market Equity, 2002, p. 19)

47. Two different kinds of literacy ICT Literacy ICT Literacy Generic and domain specific elements Generic and domain specific elements Partnership between IT and subject specialists Partnership between IT and subject specialists Cumulative and hierarchical Cumulative and hierarchical Various elements or components Various elements or components Evolves over time Evolves over time Published guides to assist learners Published guides to assist learners Information Literacy Information Literacy Generic and domain specific elements Generic and domain specific elements Partnership between Info. and subject specialists Partnership between Info. and subject specialists Cumulative and hierarchical Cumulative and hierarchical Various elements or components Various elements or components Evolves over time Evolves over time Published guides to assist learners Published guides to assist learners

48. Digital Literacy: A hybrid concept Information literacyICT Literacy Digital literacy

49. Digital literacy: What is it? A new hybrid concept that blends ICT literacy and information literacy A new hybrid concept that blends ICT literacy and information literacy –“to be deeply literate in the digital world means being skilled at deciphering complex images and sounds as well as syntactical subtleties of words. Above all, it means being at home in a shifting mixture of words, images and sounds” (Lanham, 1995, p. 161) The ability to navigate in cyberspace and to negotiate hypertext documents is separate both from ICT literacy and form information literacy, but entails elements of both The ability to navigate in cyberspace and to negotiate hypertext documents is separate both from ICT literacy and form information literacy, but entails elements of both Because digital literacy is constantly evolving, its development has to be viewed as an ongoing -- indeed as a lifelong -- project. Because digital literacy is constantly evolving, its development has to be viewed as an ongoing -- indeed as a lifelong -- project.

50. So, back to my question … Is information literacy more like a chainsaw or a scalpel? Is information literacy more like a chainsaw or a scalpel?

51. In my view, both Improve people’s search strategies Improve people’s search strategies [chainsaw] [chainsaw] Increase their capacity for discernment Increase their capacity for discernment [scalpel] [scalpel] There is a need for a balanced development of both sets of skills There is a need for a balanced development of both sets of skills

52. Challenges for the future Recognise the global nature of the need for IL Recognise the global nature of the need for IL Recognise that Information Literacy has generic and domain specific elements Recognise that Information Literacy has generic and domain specific elements Acknowledge that IL evolves over time; it is cumulative and hierarchical Acknowledge that IL evolves over time; it is cumulative and hierarchical See Information Literacy as contextualised and, to some extent, as socially distributed See Information Literacy as contextualised and, to some extent, as socially distributed Take a long term view Take a long term view Use language with care Use language with care Argue the case for information literacy from different points of view Argue the case for information literacy from different points of view Forge strategic partnerships (with subject experts and practitioners) Forge strategic partnerships (with subject experts and practitioners) Keep the flame alight Keep the flame alight

53. Epilogue: A final extract from the Alexandria Proclamation 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 is a basic human right in a digital world and promotes social inclusion of all nations. 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 is a basic human right in a digital world and promotes social inclusion of all nations.

54. Information literacy in context: Back to the future In his classic book American education: The Colonial experience, Cremin points out that until a couple of centuries ago, learning was undertaken in a wide variety of contexts, “not only in schoolrooms, but in kitchens, manses, churches, meeting houses, sheds erected in the fields and shops erected in the towns, [and] pupils were taught by anyone and everyone, not only by schoolmasters, but by parents, tutors, clergymen, lay readers, precentors, physicians, lawyers, artisans and shopkeepers…” (Cremin, 1970, p. 192). In his classic book American education: The Colonial experience, Cremin points out that until a couple of centuries ago, learning was undertaken in a wide variety of contexts, “not only in schoolrooms, but in kitchens, manses, churches, meeting houses, sheds erected in the fields and shops erected in the towns, [and] pupils were taught by anyone and everyone, not only by schoolmasters, but by parents, tutors, clergymen, lay readers, precentors, physicians, lawyers, artisans and shopkeepers…” (Cremin, 1970, p. 192).