Ecological dimensions of information literacy

Abstract

Introduction. We examine relationships between information literacy and information ecology with regard to conceptual innovation in information science. We aim to expand our understanding of human information behaviour and relevance assessment in the electronic environment. Method. Conceptual analysis and conceptual mapping is used and relationships of main concepts are determined in a concept map. Earlier empirical research on information behaviour styles and relevance assessment using surveys and interviews are synthesized. Analysis. Two information styles (pragmatic and analytic) are characterized. Relevance assessment in the electronic environment is analysed. Relevance is considered as part of information literacy. Examples of students' information horizons and a concept map of relevance are given. Results. Ecological dimensions of information literacy are determined at semantic (relevance), visual (information horizon, concept maps) and behavioural and social levels (information styles). A model of ecological dimensions of information literacy is outlined based on triangle of values, tools and communities. Recommendations for development of students' information literacy are presented at levels of information seeking and relevance assessment. Conclusions Implications for information literacy development in the electronic environments and for information and educational strategies are derived. Relevance assessment should be actively trained as part of information literacy and guided inquiry. Ecological dimensions of information literacy can be used in new models of e-learning and digital libraries.

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