Why Information Literacy?

Lichtenstein (2000:9) describes the information literacy as "the formulation of one's information needs, the ability to break down the topic into keywords and the ability to combine these key words into an effective search strategy." These competences are considered essential and necessary to develop higher level of thinking skills for research in any field. At current scenario, information literate has become necessity because "the key characteristic of [...] 21st century is that it is information abundant and intensive" (Bundy, 2004: 3). Thus, the individuals are faced with diverse information choices-in their studies, in the workplace, and in their lives.

This information literacy tutorial is focused more towards the information searching from the internet and World Wide Web (WWW). The Internet is a worldwide network of computers that are connected by fibre-optic cables. However, no person or group is incharge of the Web. This means that every one of us can have our say or voice on the internet, though it's a very democratic and powerful way of sharing and accessing information. As a result, the information comes unfiltered. This raises questions of authenticity, validity, and reliability. Moreover, enormous amount of junks and redundant information on the web can irritate users to obtain relevant and appropriate information needs.

Thus, information literacy skill is necessary for every individual to make an informed decision.

The following tutorials will assist you to be information literate

• How to search the internet effectively
• Open access database searching
• How to evaluate information
• Harvard Referencing Guide

Bundy, A., (2004). Australian and New Zealand Information Literacy Framework: principles, standards and practice. Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL).

Lichtenstein, A.A., (2000). "Informed instruction: learning theory and information literacy".Journal of educational media and library sciences, 38(1), 22-31.