An international information literacy certificate: opportunity or dead-end?

Abstract

This paper presents the case against developing an International Information Literacy Certificate. After defining information literacy (IL) the author identifies that there is diversity amongst those who need to learn about IL, that they have diverse needs and will be in diverse contexts. An individual’s IL needs also change through that person’s lifetime. The author identifies IL as a complex subject and discusses the implications of this complexity for learning, teaching and assessment. The “standards” approach to IL, ennumerating qualities and activities, is criticised. Three examples of a context-sensitive approach to IL education are given (in a university, a workplace and a school). Taking the example of the European Computer Driving Licence, the author argues that IL is like neither driving nor computer competency. It is questioned whether an IL certificate would help to raise the prestige of IFLA and librarians, and problems of consensus and practicality are discussed. The author concludes that the certificate would be a “dead-end”. However, she finishes by confirming that there could still be a role for an IL foundation. She proposes that it starts with an agenda of “IL for the child”, and she confirms the importance of IL in today’s information society