Theorems of Information Literacy

Abstract

The paper recognises that the universe of discourse on Information Literacy (IL) has to be stratified into different layers. The proposed stratification can be of use both for a theoretical systematisation of the issue and for identifying a sequence of measures aimed at an effective propagation of a Culture of Information. The paper presents a mathematical-like approach, which starts proposing the definitions of some basic concepts and then proceeds with 10 propositions or theses, each supported by a number of argumentations. The proposed theses are generated by the following perspectives of analysis of the Information Literacy phenomenon, and accordingly grouped: a) DISCIPLINARY PERSPECTIVE: analysis of Information Literacy as Culture of Information and as a form of study of information; b) SOCIAL/POLITICAL PERSPECTIVE: analysis of Information Literacy as an educational policy goal; c) COGNITIVE PERSPECTIVE: analysis of Information Literacy as a form of personal competence. As a consequence of the proposed theses, the following foci of the Information Literacy discourse are identified: • Information Literacy rationale (theses 1,2,3); • Policy awareness (theses 4,5,6); • Planning and implementation (theses 7,8,9); • Individual development (thesis 10). Against this background, the paper will explore how the distinction between different stratifications – by trying to give an order to the reasoning about the issues concerning literacy in information – can facilitate the identification of a set of variables to be taken into account in defining a coherent strategy towards making Information Literacy legitimate within the European Higher Education context.

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