Preamble

Tying up slightly with my last article (TMID 7 September) – even though this is quite different in nature to my previous one – I would like to write a few lines about my profession. In this article, I also tried to briefly explain the term ‘information literacy’, a concept that I would like to see developed on a national basis especially in our school scenario, whether at primary or secondary levels.

Though not all might be interested to know what or who is an “information professional”, I assure the reader that such professionals are on the demand especially as we delve deeper and deeper in the information paradigm.

Introduction

Newman, Porter and Yang’s paper (2001) is received with no surprise since both technology and information have an impact on the way society conducts its business (Kurbanoglu 2003, p. 635). They present us with four expansion movements from which both information technology and information (p. 25) are parts of these “trends”. We are now at a crossroads ever since their paper has been published and therefore, some changes are visible while others need more time in order to evaluate their impact on the global society.

Literature indicates time and again for a new set of skills that would better assist the information professional (Materska 2004, p. 143; Massis 2003, p. 29; Yi 2003, p. 342; Sturges 2001, p. 66; Newman, Porter and Yang 2001, p. 28; Tennant 2000, p. 57; White 1993, cited in Gower 1998, p. 84; Prytherch cited in Gower 1998, p. 149; Line cited in Watson 1997, p. 31; Lancaster cited in Watson 1997, p. 86).

Therefore, changes are inevitable. Consequently, the information professional needs to rework his attitudes, skills and therefore, redefine his role. It is the end-user and society at large that will benefit from these changes that will take or are taking place in the information profession (librarianship).

Understanding The Information Society

Breivik (2000, cited in Rockman 2003, p. 210) associates the information society (IS) with the need to become “lifelong learners”, which in turn is translated into becoming acquainted with “information literacy skills”(ILS) – (at this stage, it is important to make an important note about information literacy since it may be confused with literacies in general. Information literacy builds upon and has reading/writing as its basis. However, being an information literate citizen means that one has the necessary “tools” / “skills” and therefore, he is a lifelong learner; he knows how to learn; he/she is able to determine one’s own information need, search, retrieve, analyse and present information).

Both Rader (2002) and Rockman (2003, p. 210) referred to the need of having “information literacy skills”. This unifying approach of the information literacy skills (ILS) seems to be one of the outcomes learnt in the library science scenario. Materska (2004, p. 144) defines information literacy skills as the “survival kit”. In other words, no one can do without them if surviving in the information arena is a desired outcome.

An important point raised by Kuhlthau (2004, p. 145-6) is that student preparation should entail learning information literacy skills. In fact Wilson (1997, p. 103) foresees that the teaching of information literacy would be common practice in schools from “the primary level upward”.

Consequently, we may equate information society as axiomatic to a world of constant choices at hand, with a need for intelligent navigation, appropriate skills for survival and macro connectivity. In other words, the need for such skills only reflects where the problem lies, namely “content” (Materska 2004, p. 143).

The information literate citizen

Rockman (2003, p. 209) reminds us that the issue of information literacy is no longer a “library” issue in the sense that, this is or should be an international thrust towards growing more informed citizenry. In 1974, Zurkowski (cited in Ramalho Correia and Teixeira 2003, p. 311) introduced the term “information literate” with something specific in mind because the library needed to evolve for the information paradigm and consequently, preparing us for what we speak about today: “the information society”.

The skills appropriate for becoming information literate are fairly similar in literature as described by different bodies and authors (Council of Australian University Librarians 2005; Kuhlthau 2004, p. 163; Rockman 2003, p. 209; Materska 2004, p. 144; Ramalho Correia and Teixeira 2003, p. 313, Scammell 1997, p. 18; American Library Association 1989), to name a few.

However, Humes (1999 cited in Ramalho Correia and Teixeira 2003, p. 313) highlights that being an information literate person is more than just knowing how to use a computer or searching in a book. This concept is further suggested by different authors (Ramalho Correia and Teixeira 2003, p. 315; Houghton and Halbwirth 2002, cited in Materska 2004, p. 145) when they argue that knowing how to use computers (not just how to use its software) is not sufficient to produce information literate citizens. (I already hinted at this concept in my article TMID, 7 September).

Additionally, Hollister (2005, p.106) makes an important point about careers, where swapping of jobs is common business. This seems to imply that, one’s own skills need to develop and be tuned to new work designs and demands. Additionally, this has a direct implication for both the person and the job he/she is applying for. Corollary, the eEurope 2005 action plan (European Commission Directorate-General for the Information Society 2005), fails to adequately emphasise the importance of information literacy.

Tying with the concept of information literacy is the other concept of “self-efficacy” developed by Bandura (1977, 1986, 1994, 1995, 1997, cited in Kurbanoglu 2003, p. 636). This concept deals with one’s own personal perception; whether one is able to perform something or not. It is being recognised that the traditional approach to help the end-user become an independent learner has failed (Kuhlthau 2004, p. 122; line cited in Watson 1997, p. 36).

A new breed of information professionals

It seems to be the case that the new breed of information professionals needs to adjust some orientations and approaches.

Attitudes and new skills

The information professional as with other professions, deals with data, information and people. These three aspects apparently need more serious attention in the information science field.

There seems to be a warning in literature that librarians tend to be unseen for a different number of reasons. For example, a number of people think they can obtain the information they need without the help of a librarian. In fact, as a result, we see plagiarism everywhere: at primary, secondary and university level.

The concept of detouring the librarian (Sturges 2001, p. 62; Corrall 1998 cited in Loughridge 1999, p. 253; Downie 1999 cited in Materska 2004, p. 145; Lancaster cited in Watson 1997, p. 86) is quite an issue. As a motive towards this phenomenon it is implied that people have learned to find their own way to get what they want (Materska 2004, p. 143; Newman, Porter and Yang 2001, p. 25) or at least what they think they need.

Additionally, Sturges (2001, p. 62) reminds us that this approach started taking place since the “1960s” when online databases appeared in libraries. Corollary, the traditional approach to helping the patron by just having that “brief encounter” will not suffice any longer (Yi 2003, p. 342) in the information arena. An added difficulty seems to be the lack of increase in the number of librarians (Newman, Porter and Yang 2001, p. 25); here I am referring to those who actually work as librarians in schools or elsewhere.

Attitudes are important.

The way a patron is approached seems to be another issue. This tends to be overlooked in the library science field (Prytherch cited in Gower 1998, p. 165; Atkinson cited in Lancaster p. 80; line cited in Watson 1997, p. 29, 36). Kalan (2002) mentions some of the gurus of management, namely Drucker and Kotler, and reminds us to always see the customer as “kind”, as the one whom we should be indebted to. He argues that we – librarians – are in existence because of them, because they have an information need and therefore, it is our duty to make every meeting a selling point.

Additionally, inter/intra personal skills also need to be sharpened (Materska 2004, p. 145; Hitchingham cited in Materska 2004, p. 82; Newman, Porter and Yang 2001, p. 30; line cited in Watson 1997, p. 36).

Mr Laferla is a graduate in Library and Information Science. He is currently reading for a BA (App. Sci) LIS.

He is the recipient of the Jean Lowrie Leadership & Development Award 2004 (IASL)m- Information Literacy.

The second part of this article will be published tomorrow