Backward Planning, Forward Motion

Background

In order to be proficient and to direct students in learning, anyone in an instructional role must have clear goals for students and an understanding of the skills necessary for student achievement (Childre, Sands, & Pope, 2009; Kelting-Gibson, 2005). It follows, then, that one must understand the concept of information literacy before being able to teach it and be aware of how it can change over time, especially with regard to the ever-changing digital landscape. An important aspect of information literacy and integral to the development of skills called for in today’s information environment is an understanding of the many definitions used for it and their evolving nature. The term, information literacy, began in the business world and is attributed to Paul Zurkowski, the 1974 president of the Information Literacy Association. In his proposal to the National Commission on Libraries and Information Science, he called for a link between libraries, traditionally considered as the place for storage and retrieval of information, and information activities of the private business sector. Information literate individuals were viewed as those able to apply information resources to work-related problem solving (Behrens, 1994; Demo, 1986; Eisenberg, Lowe, & Spitzer, 2004). This view called for a set of skills beyond locating materials held at the library. During the remainder of the seventies, the definition was broadened to include locating information efficiently and effectively for decision-making and carried the weight of responsible citizenship (Behrens, 1994; Eisenberg et al., 2004).