What is Information Literacy?
Robyn Hartman
There are several definitions for information literacy.
From the American Library Association (2006):
The ability to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.
From The Association of College and Research Libraries Framework for Information Literacy in Higher Education (2015):
A set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
From The Information Literacy Meeting of Experts (2003):
Knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize, and effectively create, use, and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of lifelong learning.
These definitions have a few ideas in common, and in this text, we will use this simplified definition:
Information Literacy is the ability to find, evaluate, and use information resources for scholarship and problem solving.
Let’s take a closer look at the three main components of information literacy:
Find
Finding information is more than just typing a question into Google. It’s about knowing where to look and how to search strategically. You’ll often need scholarly sources in college, not just blogs or social media posts. This means:
- Choosing the right tools: Use your library’s databases (like JSTOR or Academic Search Complete), not just search engines.
- Building strong search strategies: Use keywords, synonyms, and Boolean operators (AND, OR, NOT) to narrow or broaden your results.
- Understanding source types: Know the difference between primary sources (original research, historical documents) and secondary sources (reviews, summaries).
- Filtering results: Use date ranges, peer-reviewed filters, and subject categories to find the most relevant material.
Think of this as detective work: you need the right clues and methods to uncover the best evidence.
Evaluate
Not all information is created equal. Once you find sources, you must critically assess their quality and trustworthiness. Ask yourself:
- Authority: Who wrote it? Are they an expert in the field?
- Accuracy: Does the source provide evidence and cite other credible works?
- Currency: Is the information up-to-date for your topic? (For tech or medicine, even a few years can matter.)
- Purpose and Bias: Why was it written? To inform, persuade, or sell something? Does it show bias or omit key facts?
- Relevance: Does it actually answer your research question or support your argument?
Evaluating sources is like quality control; you don’t want to build your paper on shaky foundations.
Use
Using information means applying it effectively and ethically in your work. This includes:
- Integrating ideas: Summarize, paraphrase, or quote sources in a way that supports your argument.
- Citing correctly: Follow the required style (APA, MLA, Chicago) to give credit and avoid plagiarism.
- Adapting for your purpose: Whether writing a research paper, creating a presentation, or solving a real-world problem, tailor the information to your goal.
- Respecting intellectual property: Understand copyright and fair use when using images, data, or multimedia.
Think of this as turning raw materials into a finished product; you’re crafting something original while respecting the work of others.
Information literacy is not just a skill for writing papers. It is a lifelong ability that empowers you to navigate an overwhelming world of information with confidence. By learning to find credible sources, evaluate their quality, and use them ethically and effectively, you become not only a better student but also a more informed citizen and problem solver. These steps help you avoid misinformation, strengthen your arguments, and contribute meaningfully to academic and professional conversations. Mastering these skills now will serve you well far beyond college—in your career, personal decisions, and everyday life.
Sources that contain information involved in the scholarly conversation that takes place primarily among academics at conferences, presentations and in books, blogs, pre-prints, and journal articles.
1) property (such as a concept, idea, invention, or work) that derives from the effort of the mind or intellect
2) a right or registration (such as a patent, trademark, trade secret, or copyright) relating to or protecting this property
The protections provided for creators of creative works, beginning in the U.S. Constitution and in the Copyright Act, which are intended to promote the creation of new works. Original works of authorship are protected, among them: students’ research papers and their other original works of authorship; email; literary works; musical works and any lyrics; dramatic works; choreography; pictorial, graphic, and sculptural works, motion pictures and audiovisual works, including sound recordings; and architectural works. Rights granted by copyright include the right to: reproduce and distribute the work, prepare derivative works, perform and display the work publicly, and perform publicly a sound recording by means of digital audio transmission. The Ohio State University Libraries’ Copyright Services is a good source to find out how to protect your rights as a creator and how to legally use material copyrighted by others.
An exception to copyright that gives people permission to use a copyrighted work under certain conditions. The factors you should consider to determine whether your particular use would be fair use are: (1) purpose and character of use, including whether commercial (i.e. publishing a book) or non-commercial (i.e. using in a classroom assignment); (2) nature of the original material (i.e., is the work published or unpublished? Fact or fiction? Highly creative?); (3) amount and substantiality of the original work (are you using the entire work or just a portion?); (4) effect on the marketplace or on the work’s value (will your use have a financial impact on the creator?). Even if you believe you can use a copyrighted work under Fair Use, you still need to provide a citation.
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