Information literacy barriers: language use and social structure

Peyina Lin

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Library Science and Information Literacy Library Science and Administration Information Science and Libraries

Abstract

Purpose This paper aims to examine barriers to information literacy (IL), including: language use, social structures, and the neutrality‐advocacy dilemma. Design/methodology/approach In this paper critical analysis is used to discuss: effect of language used on audience reach; cognitive locus assumptions in IL standards and oversight on structural factors; opportunities for libraries to overcome IL barriers. Arguments are substantiated with theories and research from sociology, psychology, and education. Findings Effective diffusion of IL depends on using common language and being relevant to learners. However, knowledge differences between librarians and the public can make finding common language challenging. Additionally, by assuming information illiteracy in people, the term may convey negative‐evaluation, which may negatively affect learners' sense of competence and motivation for learning, and result in ineffective learning. Extracurricular/civic activities in schools are rich settings for effective learning, but structural factors, often overlooked by proponents of IL, constrain students' opportunities for civic participation. Fortunately, the library provides a sense of relatedness to students and has the potential to support conditions for effective learning in civic contexts. Research limitations/implications Propositions have not been empirically tested in IL contexts. Practical implications The paper proposes ways to address barriers to information literacy and calls for empirical research. Social implications The paper legitimizes librarians to play advocacy roles for students' civic engagement. Originality/value No literature in information literacy examines in‐depth the effects of its language choice and cognitive locus on audience reach. This paper integrates theories from sociology, psychology, and education, to argue how language choice and social structures constrain IL attainment and proposes ways to address those barriers.

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References

2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.2019Diffusion of Innovations 1 1943A theory of human motivation.1997Motivation and Personality 2017A THEORY OF HUMAN MOTIVATION 2000Information Literacy Competency Standards for Higher Education 1983A Brief Version of the Fear of Negative Evaluation Scale 1978Homophily, Selection, and Socialization in Adolescent Friendships

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2013Diversifying Information Literacy Research: An Informed Learning Perspective 2016Examining the practice of information literacy teaching and learning in Vietnamese upper secondary schools 2018A Technology-Dependent Information Literacy Model within the Confines of a Limited Resources Environment 2016Information Literacy in Postsecondary Education in the United Kingdom, the United States, Australia, and New Zealand 2013Opportunities via extended networks for teens' informal learning 2016

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