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Information literacy (IL) skills
Information literacy is defined as a set of abilities that requires individuals “to recognize when information
is needed and have the ability to locate, evaluate, and use effectively the needed information” (Information
literacy competency standards for higher education 2000). According to the available literature in the

1950s the information doubled every 20 years while from 2000 onwards the information doubled every

year. Today it may be every month or less than that. In view of the explosion of information sources, and
the media, it is essential that the students be information literate and have the knowledge to navigate, find,
retrieve, analyze, and use information, in order to be successful in an academic environment as well as in
the workplace. Information Literacy is a set of attributes which individuals need in today’s information-
oriented society. Learning from information resources has always been at the heart of any course of study.
However, increased access to computers and to information from a variety of sources, and a variety of
formats, highlights the need for information literacy skills in everyday life, and lifelong learning, as well
as in formal education.

Information skills are the basics that pave the way for the information literacy skills. Some of the
information skills are reading skills, searching skills, writing skills, brainstorming, mind mapping, concept
mapping, listening skills, using information appropriately, evaluation skills, note taking, and note making.
After mastering a good practice of these information skills, the students can improve their information
literacy skills such as the ability to locate, access, evaluate, organize and use, and communicate, in order
to make decisions and solve problems. Information Literate students are able to distinguish where
information is available. They also know search strategies, evaluation tips, organizing skills,
communication and problem-solving skills. IL plays an important role in developing critical thinking and
problem-solving skills, improving academic achievement through active learning, problem solving, and
evaluation of information among the university students. Information literacy skills need to be developed
among the under-graduate students; in order to develop their higher order thinking and deep learning,
lifelong learning skills and decision making (Zachery 2010).

Information literacy is undoubtedly an essential academic skill. It creates independent students who do
not have to rely on being ‘spoon fed’ by their tutors. Information literate students can critically analyze
the information they find and use it in the most productive way. Information literacy is, therefore, vital in
preparing students for employment and to become lifelong learners.

Conclusion
Information literacy skills are not inherited skills. Only a few number of students can develop IL skills by
themselves. Many students categorically need to be taught IL skills at the school and university level.
Therefore, the library and its staff are the best qualified persons to teach IL skills to the students. The
st
duties of the 21 century librarians should not be limited only to the traditional library tasks, but they must
also be able to teach students the IL skills and conduct proper assessments of the students learning as well.
Librarians need to be better qualified than the teachers and need to be well accepted too. Finally, the
librarians must help all clients to convert information into knowledge, from the surface level to the deep
level by teaching IL skills.

Prasanna Ranaweera
Senior Lecturer
National Institute of Library & Information Sciences (NILIS)
University of Colombo, Sri Lanka.

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