Information is a vital tool for human progress especially in the current world where access to that information has been made so easy through the existence of the digital platform. Russell (2009) argues that as much as tons of information and materials exist out there, it is becoming apparent that information literacy among many scholars is becoming an alarming issue of concern. The amount of information that can be acquired and retained from these source materials is very crucial in ascertaining literacy over time (Turusheva, 2009). Without information literacy skills, it is almost impossible for a student to correctly find and use scholarly information for personal and required scholarly purposes. The ability of students to select the appropriate information, synthesize it, and represent it in a scholarly way facilitates ease of learning for that particular student (Russell, 2009). This study analyzes the needfulness of information literacy as an aspect of scholarship, leadership, and practice for scholars.
Information literacy is defined as the collective abilities to find, analyze, and correctly use information drawn from different scholarly sources (Peters, 2013). When a student is endowed with information literacy skills, it makes it easy for such a student to easily find and use scholarly information that can help them document and present their scholarly knowledge in an acceptable scholarly manner. With information literacy, a student’s academic skills such as critical thinking and evaluation of situations and knowledge, to solve problems by use of witty decisions are exemplified (Peters, 2013). For a convenient journey through a scholarly program, a student must possess effective and efficient research skills in order for him or her to find the necessary useful information that may be required or used in the course of that program (Peters, 2013). In other words, it is paramount for a student to possess information literacy skills in order for them to experience academic success (Peters, 2013).
Russell (2009) connotes that from her experiences with course instructors, it is quite apparent that scholars are struggling with the correct use of scholarly information in their quest to search for information in the course of their study. One of the notable struggles includes the inability to distinguish a quality scholarly source material from one that is not (Russell, 2009). Another struggle is the frequent use of non-scholarly sources such as Wikipedia or dictionary.com, which are just but mere shortcuts students take to cope up with the tons of information sources that are available online (Russell, 2009). Information literacy greatly helps within the precincts of knowledge internalization while at the same time it sharpens one’s critical thinking abilities (Russell, 2009). It also helps in the application of relevant information source inference (Russell, 2009). When Information literacy skill is lacking within a learner`s abilities, it simply means such a student will have great difficulties through their academic life.
Information is dynamic, and it keeps on changing with time. What may be known today will have been replaced if not totally in about another five years time (Turusheva, 2009). Considering dynamism, it is important to therefore, plainly compel the need for a professional to constantly update him or herself frequently and consistently so that he or she does not hold on to obsolete knowledge in the course of their practice (Turusheva, 2009). It means that this professional will at point be required to commit to information search and learning on their own. In the event that such a professional suffers from the lack of information literacy skills, he or she will be badly affected since he or she may not be able to effectively find, analyze, and efficiently use new information. Consequently, such a professional, if he or she is a leader, may experience hardship leading a team of those who may be well informed of the current information updates or trends. Such a leader my also not offer reliable and sound peer reviewed leadership since he or she may appear backward and may consequently lack respect from his or her informed fellow peers.
As much as every sort of information is found on the internet, most of the articles posted online are not reliable within a scholarly peer-reviewed context. Most of these are personal sentiments and opinions. Even yet, there also exist scholarly materials in the form of journals, reports, and books that students can confidently refer to in the course of their information search (Badke, 2010). These scholarly materials exist in huge numbers and as a result, the requisite skills to peruse through what is necessary are paramount. This means that even with the transition from the analog to the digital model of scholarly information presentation, information literacy skills are still as necessary as they were in the print age.
Concisely, the acquisition of information literacy skills is a preserve of anyone who wants to be able to sufficiently acquire scholarly knowledge from scholarly sources and be able to present their gained knowledge and findings in an acceptable scholarly manner. As a result, there is a significant need to understand clearly, how to locate relevant information from the piles of databases that currently exist and critically analyze these for effective information use.
References
Badke, W. (2010). Information as Tool, Not Destination. infolitland , 52-55.
Peters, A. (2013). Scholarship, Leadership and Practice: The Post-Secondary Educator’s Role in Developing Information Literacy in Students. Healthcare Administration University of Phoenix, University of Phoenix College of Nursing and Healthcare Programs. University of Phoenix.
Russell, P. (2009). Why Universities Need Information Literacy Now More than Ever. Feliciter , 55 (3), 92-94.
Turusheva, L. (2009). Students’ information competence and its importance for life-long education. Problems of education in the 21st century , 12, 126-132.
