What we want is knowledge, but what we get is information. Many see research, inquiry, technology, ICT, problem-solving, constructivism and school libraries alike as information literacy. This is makes no sense. Why not think of 2001 and the idea that information literacy represents what kids should be able to do NOW in the context of information-based curriculum learning. It s important to see information literacy as contextual - related to the context in which learners will understand, use, apply and communicate information.
Information literacy is a living literacy, needed for even basic operation in a wired society.
Information is a living, organic, social literacy, responding to social, workplace and educational needs as well as the evolving capabilities of ICTs to organise, find, disseminate, produce and communicate information. To be information literate is to be able to do with information what the context demands. Information literacy is a state of literacy which results when a range of skills, including reading, listening, viewing, library, information, cognitive, metacognitive, planning, and ICT skills are harnessed to serve the information strategies signalled above. The most exciting developments in information literacy are happening in the area of technology-enhanced learning design, specifically in developing online scaffolds and strategic guides which make it easier for teachers to coach cognitive skills, and make it easier for learners to learn these skills. Where infoprocess frameworks are criticised, it is usually by people who have never used them, who don t have the skills to coach learners, or who expect them to be panaceas.