What is Information Literacy?

Information Literacy, as a term, means understanding, finding, evaluating, and using information through intentionally applying reasoning, discernment, and decision making skills.

The Chartered Institute of Library and Information Professionals defines information literacy as “knowing when and why you need information, knowing where to find it, and how to evaluate, use and communicate it in an ethical manner.”

Practicing information literacy engages a set of skills that enable us to critically assess the quality and credibility of information from various sources, including digital, print, and media. Information literacy is crucial in our world, where of course, the sheer volume of available information can be overwhelming and not always reliable or accurate.

Information Literacy Models

There are several established models for information literacy that provide frameworks and guidelines for teaching and practicing information literacy skills.

The Big6 is one of the most widely known information literacy models. It breaks down the information literacy process into six steps.

• What is the BIG6?
• The Big6™ Skills

The Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education describes the concept of information literacy as a spectrum of abilities rather than a set of skills

• Companion Document to the ACRL Framework for Information Literacy for Higher Education

The CRAAP (Currency, Relevance, Authority, Accuracy, and Purpose) test method has recently come under scrutiny but has been a common strategy across higher education

• CRAAP test
• Educating for Misunderstanding

The SIFT method is an evaluation strategy developed by digital literacy expert, Mike Caulfield, to help determine whether online content can be trusted for credible or reliable sources of information

• Evaluating Resources and Misinformation
• What is the SIFT Method?

Understanding Information Biases

Sometimes when we pick and choose information, our own biases and lived experiences lead us to seek certain sources over others. It is human to have bias, but understanding them when we seek information is crucial in a well-rounded approach to learning something new.

One type of bias we should consider is confirmation bias, which occurs when we only seek out evidence that confirms what we already believe or interpret evidence in a way that confirms our existing beliefs.

Let’s apply these ideas to the common practice of searching the internet for information. By recognizing cognitive biases, you can find the most accurate and reliable information:

• First, search results for “are we eating too much protein”
• Next, search results for “protein nutrition”

Notice the difference between the search terms “are we eating too much protein” and “protein nutrition.” The first gives results that indicate eating too much protein is bad. Authors that have this viewpoint are more likely to use the words “too much protein” than people who do not. The search “protein nutrition” gives results that are more neutral. Only using terms that frame a topic a certain way will produce biased results. It is similar to asking a leading question (Did you have a great day?) vs. a neutral question (How was your day?).

When reading information that opposes our personal viewpoints, we may be more likely to dismiss an author’s arguments. Since false consensus bias leads us to believe that others think the same way we do, it can be hard to accept that others have different beliefs that are also valid.

To avoid this type of bias, called a false consensus bias, approach the information like a scientist with a hypothesis. Acknowledge your hypothesis and be willing to accept that the hypothesis may be wrong. In science, a wrong hypothesis is celebrated as learning something new. I encourage us to let it be the same when exploring information and developing information literacy.

Information Literacy in-Depth