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Title:

Information and IT Literacy: Enabling Learning in the 21st Century

Review:

To my mind, a more detailed exploration of the potential value of strategic alliances and synergies for putting information literacy on the map would have been useful in this book. That said, I found the structure well conceived, the main issues largely explored, and the contents eminently readable overall.

Divided into four main parts, we see scene-setting introductory contributions from the editors, an examination of the SCONUL Seven Pillars model, challenges to implementation (perhaps no coincidence that this is the longest section), and research perspectives. Most of the contributions started life as presentations at the IT and ILit Glasgow conference in 2002, a title which was to become the eLit conference in 2003.

Defining what we really mean by information literacy is of no small significance, and though attempts are made at various stages in the book, one still emerges feeling not altogether clear about it. Are these essentially educational skills with a practical application or practical skills in search of a pedagogical home? The drivers for why everyone should be information-literate, repeated throughout, become an almost desperate mantra, leaving one wondering if we're in danger of horribly overcomplicating things. After all, Silver Surfers acquire their new-found skills in order to be able to e-mail their grandchildren rather than to become valuable information-literate members of society.

The common thread runs in favour of embedding information literacy in the curriculum rather than including it as a bolt-on option: without context, it is perceived that students are less likely to be able to apply the concepts. It is good to see the arguments regarding embedded versus standalone teaching of information literacy examined, and leads one to the conclusion that a mixed 'economy' is no bad thing.

Also interesting is the acknowledgement that search engines tend to be used increasingly as a first port of call before paid subscription services - is it better to accept this and respond by investing greater emphasis than we do towards students acquiring excellent Web searching and critical evaluation skills?

The issue of assessment in this book still leaves me wondering how we assess our students' information literacy effectively - a question to which, as far as I'm aware, we have few answers. There is useful engagement in the book with getting information literacy on the agenda and how librarians change their image from that of service providers to educators. And therein lies part of the problem. Librarians still have an identity crisis which means we are still not wholly sure to which mast we should be nailing our colours - meanwhile the world moves relentlessly on. As someone at the 2003 Glasgow conference asked, where were the academics (the very people we need to convince) among the delegates, and are we in danger of ending up talking in a room among ourselves rather than to the people we need to convince about information literacy? At the very least, let's shore up those strategic alliances...

FreePint Reviewer:

Jonathan Smart (BA (Hons), ALA, Dip Ed) has a background in various areas, including FE and HE libraries - currently at the University of Plymouth, about to move into the reorganised role of Academic Support Co-ordinator, Skills, where information literacy will be a core responsibility. He has for some time developed the delivery, support and assessment of IL within business modules, and is interested in pedagogic aspects including developing computer-based assessment, diagnostic testing, working with learning styles and open/distance learning.

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