Over the past decade information literacy emerged as a central purpose for librarians, particularly academic librarians. This article critiques the model, beginning with the information-processing paradigm that provides its underlying assumptions. In particular, problems are identified with the assumed connection between information and knowledge, with inadequacies of the cognitive sciences approach--including the view of language as mere communication--and the inadequate consideration of the role of computers in human-computer interaction. The appropriateness of the "learning methodology" of the information literacy model is reviewed. Alternatives--including visual literacy, multiple literacies, and interactive literacies--are surveyed. The challenge of relating information literacy to workplace competencies is outlined. The article proposes that information literacy be refocused away from information toward learning, and beyond literacy in the direction of sociotechnical fluency.
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