What is Information Literacy/ Fluency

Information Fluency (IF)
University of Central Florida (UCF) defines information fluency as “the ability to perform effectively in an information-rich and technology-intensive environment.” That is: information fluency is the ability to gather, evaluate, and use information in ethical and legal ways. According to them, Information fluency encompasses and integrates three important skills: information literacy, technology literacy, and critical thinking. The ability to communicate information in appropriate and effective ways is another crucial part of IF.
We should note that Fluency means not just accessing information on the Web, but creating your own Web pages. Not just downloading MP3 music files, but creating your own digital-music compositions. Not just playing SimCity, but creating your own simulated worlds. (Resnick 2001)

According to UCF someone who is fluent in information should be able to:

Articulate the problem in a selected context.
Recognize the need for information to address the problem.
Identify the available information sources (domain.)
Iteratively collect, analyze, and assess (evaluate critically) the relevant information.
Integrate new information with pre-existing knowledge and context
Draw conclusions.
Effectively communicate results and decisions.
Follow up on actions.

The Association of Colleges and Research Libraries (ACRL) defines Information Literacy as "the set of skills needed to find, retrieve, analyze, and use information. The importance of IL is not a new issue. Students especially, need information literacy, technology literacy, and critical thinking skills to become independent and lifelong learners.

Digital Information Fluency (DIF) Model

DIF is the ability to find, evaluate and use digital information effectively, efficiently and ethically. This is because there is a great difference between digital and print information. At times we need specialized skills to be able to evaluate and use digital information properly.
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Information Literacy Model
The Society of College, National and University Libraries (SCONUL) in 1999 came up with the Information literacy model and Standards. (Also the British model for universities. The information skills model (see diagram) attempts to show diagrammatically the relationships between the ‘competent information user’ at the base level, and the much more advanced idea of information literacy. The ‘pillars’ show an iterative process whereby information users progress through Competency to expertise by practising the skills. Only those at the higher end will be practising the seventh skill level.


The seven pillars (Information Literacy Model)
1. The ability to recognize a need for information
2. The ability to distinguish ways in which the information 'gap' may be addressed
3. The ability to construct strategies for locating information
4. The ability to locate and access information
5. The ability to compare and evaluate information obtained from different sources
6. The ability to organise, apply and communicate information to others in ways appropriate to the situation
7. The ability to synthesize and build upon existing information, contributing to the creation of new knowledge


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