Development of the Concept of Information Literacy
The term information literacy first appeared in American librarianship in 1974. Paul Zurkowski, the founder of the term, recognised the need for techniques and skills to better use the increasing wealth of information for problem-solving and decision-making.
In the early 1990s the term information literacy was first cited in German-language trade publications, and was later translated as “Informationskompetenz”. It was recognised that information literacy involved more than common library tours and introductions to catalogue use. An information-literate person recognises when and why they need information, knows where to find and access the information and how to evaluate the quality and usefulness of the information. They are able to process the information and adequately reference it to create a new product. Therefore, information literacy involves more than just occasional training. Information literacy is a process that seeks to stimulate a critical approach to information and significantly contributes to lifelong learning in our information culture.
In connection with the term information literacy, one also finds related terms such as library literacy, media literacy and digital literacy. These concepts form part of information literacy.
Information Literacy in Switzerland
In today’s information society, information literacy is regarded as one of the most important skills for success in study and work. To promote the teaching of information literacy at Swiss universities within a unified framework, the project “Information Literacy at Swiss Universities” developed the Swiss Standards of Information Literacy. These six standards were supplemented by related learning outcomes. These learning outcomes are further defined in the corresponding Competency Grid, which distinguishes levels of competence (beginner, advanced, expert) for each learning outcome. The definitions of competence can be used as learning objectives or content descriptions for courses in the area of information literacy. The Guidelines to the Competency Grid explain what knowledge is expected at each level of competence for a specific learning outcome.
The content of information literacy courses changes continually in accordance with new developments in the information universe. The open formulations of the Swiss Standards of Information Literacy accommodate such changes. The Swiss Standards and accompanying documents (competency grid and guidelines) may be freely used if the authors are duly cited; commercial use is prohibited. See Creative Commons License.
Other information
Ingold, Marianne (2011). Information als Gegenstand von Informationskompetenz: eine Begriffsanalyse. Berlin: Institut für Bibliothekswissenschaft der Humboldt-Universität zu Berlin.
Gapski, Harald & Tekster, Thomas (2009). Informationskompetenz in Deutschland: Expertise. Düsseldorf: Landesamt für Medien Nordrhein-Westfalen.