Lifelong learning including all information-using communities e.g. community learning and in the workplace
Within this section the framework has used CILIP’s Information Literacy definition and skills as these were defined in a way to be understood by all information-using communities in the UK with the acknowledgement that:
Information literacy will mean slightly different things to different communities; it may also require a greater degree of skill or understanding by some communities than others. It is relevant (and an important skill to be learned and used) in primary and secondary schools, in further and higher education, in business, and in leisure.
When working with non library organisations it is necessary to realign the concept of information literacy to conform to the aims and objectives of the organisation targeted.
The skills within this section include understanding:
- a need
- how to find information
- the need to evaluate results
- how to work with or exploit results
- ethics and responsibility of use
- how to communicate or share you findings and
- how to manage your findings.
This section has no levels or depths of skills required attached to it; however those involved in adult or community learning may wish to use levels within the other sectors that they feel are appropriate.
Whilst those in the workplace will need to look at how individuals define information literacy in terms of their own qualifications, training and work experience. For example Lloyd and Somerville’s work with fire-fighters (2006) highlights smell and touch as information sources. Lloyd, A. and Somerville, M. (2006) Working information, Journal of Workplace Learning, 18(3), 186-198.
Examples of case studies / good practice will be added to each section as they are found.