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Abstract The delineated explosion inevitably prompted moves---via the concept---to help survive the ensuing problematic deluge through effective retrieval, evaluation, and use. However, there are insistent calls for conceptual reconsideration because of the emerged negative connotation of literacy in this teaching-learning concept. Introduction The much-heralded explosion provided the opportunity for society to consider ways of instituting beneficial survival techniques for effective access, evaluation, and use of the ensuing deluge. One of the seminal occurrences in this control-for-access move was the astute observation by Paul Zurkowski whose call for the conscious grooming of information literates (Behrens 1994, 310) duly heralded the (IL) concept (see Lee n.d.). A most likely profession--library and science--unsurprisingly adopted this concept. From this perspective numerous writers have covered both prevailing and emerging issues (e.g., Breivik 1998; Breivik & Gee 1989; Bruce & Lampson 2002). In sum, this concept aptly encapsulated in Behren's (1994, 310) conceptual and historical overview in which she highlights the efficient and effective location and utilization essence of IL. The functional aspect of IL has also been discussed by many a writer (e.g., Kuhlthau 1987). Unsurprisingly, a logical extension of the lifelong learning attribute of IL the movement for lifelong access. [1] However, the pertinent literature attests to the divided opinions on this concept. Inevitably, an society has been created in which ready access to has become crucial (see entries in Harrod's Librarians' Glossary, 1995; Lievrouw's entry in Encyclopedia of Communication and Information, 2002). A helpfully pertinent entry in the Dictionary of Library and Information Science (2004) provides both an illuminating definition and a conceptual framework for another look at this dominant concept: Skill in finding the one needs, including an understanding of how libraries are organized, familiarity with the resources they provide ... and knowledge of commonly used research techniques. The concept also includes the skills required to critically evaluate content and employ it effectively, as well as an understanding of the technological infrastructure on which transmission based, including its social, political, and cultural context and impact. Synonymous with skills. Compare with computer (italics in the original). This concept now international (Ford 1994) thereby demonstrating the inexorable global march from traditional literacy---the 3Rs---to the burgeoning movement of change-reflective multiliteracies or multiple literacies. Although discussing the global learning concept, Ploman (1986, xxv) duly highlighted the changing realities and the current inadequacy of traditional and observes how that is now complemented by the expressed need for new, modern forms of literacy. Delivery Approaches, Assessment and Standards How do we fill the gap in the knowledge base of those identified as in need of literacy? There abundant literature on how to address this through the teaching-learning enterprise. For example, Shinew and Waiter's (2003) edited compilation of pertinent contributions on IL instruction for educators and another notable edited compilation--by Jacobson and Gatti (2001)--all highlight the delivery of IL; but a delineated persistent problem the teaching of the cut-and-paste Net (Geck 2006; Roth 1999). Problematic in that that instant gratification generation showing lack of the requisite discriminating and critical evaluation of the disparate sources of and the need to appreciate the ethical issues of copyright and citing. …
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