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DESIDOC Journal of Library& Information Technology, Vol. 28 , No. 2, March 2008, pp. 13-172008,DESIDOC

Sense-making: Information Literacy for LifelongLearning and Knowledge Management

Jagtar SinghDepartmentof Library and Information SciencePunjabiUniversity,Patiala-147 02

E-mail:jagtar.kindu@gmail.com

ABSTRACTTh e paper emphasises the sense-making approach to the concept and practice of information literacy

(IL). After discussing the meaning and purpose of IL, passing references are made to the ILstandards,models, and rubrics. The information search process is emphasised in this paper. Nature and types ofknowledge and learning have also been discussed. Expectations from INFLIBNET, vision of the NationalKnowledge Commission (NKC), and the UNESCO's Education for All, and Information for All Programmeshave also been put into the context of IL. Finally, the paper suggests that IL programmes must be basedupon the complexity and diversity of information communities, and cultural hegemony and intellectualimperialism should not be allowed to prevail.Keywords: Information literacy, lifelong learning, knowledge management, Empowering-8 model, digital

inclusion, IFAR

1. INTRODUCTIONVarious approaches to IL have been adopted

since 1974 when Zurkowsky used the term for thefirst time. The spectrum of IL is rich in rhetoric butpoor in practice in diverse contexts in the developingcountries. In the Western idiom, ILhas been definedas stake holder's ability to ascertain his informationneeds, and then to access, evaluate and use thatinformation for problem-solving and decision-makingefficiently and effectively. But this definition providesa very limited view of IL.Libraries, web, and educationalinstitutions are not the only sites for information,knowledge and learning. Information comes fromgraphic records, physical structures, and social-cultural contexts as well. Hence, the concept, processand practice of IL must be perceived holistically inview of the diversity and complexity of formal andinformal settings at home and work. Exploration,analysis and sense-making of information ecologyand socio-cultural diversity are essential components

of the information literacy process. With the ascentof digitisation, databases, and networks, informationhas become fluid and transcendental. Moreover,information today is available in variety of formats.Hence, perception of ILmust be based upon media,computer and network literacies as well. Engagement,empowerment, enrichment, and embodiment arethe essential attributes of the info-literate stakeholders.

Different people may have different viewpointsof IL, but it is a hard fact that only info-literates canstay ahead, in this era of discontinuous changeand fierce competition by developing and using ILskills to support lifelong learning and knowledgemanagement. This learning must include: learningto know, to do, learning to work together, and learningto be better than the best. Similar views have beenput forward by the UNESCO report entitled Learning:The Treasure Within. This paper deals with thehidden contours of IL o sensitise the stakeholdersto think out of the bo x and look beyond blogging

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and chatting. The perception that 'one size fits all'can't be valid in the case of IL. It is true that ILis a tool for lifelong learning and knowledge management,but all human beings are not equally intelligent.Hence, one must learn to take cognizance of individualinformation gaps and learning disabilities. Moreover,the.Cultural context of learners also plays a pivotalrole in this regard. Dorner and Gorman1 and Hofstede 2have dealt with the cultural contextuality at lengthin their writings. The core cultural assumptionsprovide lasting bond strength to the norms, values,and visible behaviour on the one hand, and thinking,learning, working, and communication styles onthe other. The core assumptions of cultures do notchange easily. Therefore, proper care must be givento the cultural context before designing, delivering,and evaluation the IL programmes. Socio-economicinequalities, self-concept of stakeholders, genderstatus, attitude towards information gap, and coreassumptions of given cultures are critical componentsto be considered with regard to IL.2. PURPOSE OF INFORMATION LITERACY

The basic purpose of IL is to develop sense-making ability among the stakeholders. Once theinformation seeker becomes aware of the informationgap and its critical consequences, he would try todefine his information need. Task, time, interest,and information are some of the other parametersthat influence end-user's information behaviour. Theend-result of the whole exercise is independentlearning and critical thinking. An information literateperson will be a competent person to develop focus,find-right answers, and build personal perspective.He would be able to convert knowledge into informationand information into knowledge on continuing basis.IL facilitates sense-making and reduction of vastquantities of information into fundamental patternsinto a given context. That is also the heart of thematter in knowledge management. Sustainableknowledge, in fact, is the end result of data analysisand information processing in a given context. Inother words, there is symbiosis between knowledgeand information. Information eliminates uncertaintyand knowledge leads to confidence. Therefore, it istrue that less is more and more is less. Validknowledge, though less, is always better thanoverwhelming amount of unprocessed data andinformation. ILensures confidence and sense-makingamong confused and uncertain information-seekers.But the conflicting information always increasesthe existing uncertainty among the stakeholders.Information overload and ICT instability further leadto info-stress and techno-stress among the information-

seekers. IL provides elbow support during thesestressful moments. Kuhlthau 3 has done good workon IL as a process of seeking meaning. Peopleinterested in developing bottom-up information storageand retrieval systems must read this book.3. STANDARDS, MODELS AND RUBRICS

Twenty-nine indicators under nine standardswithin three categories of IL, independent learning,and social responsibility have been prepared by theAmerican Association of School Librarians, and theAssociation for Educational Communications andTechnology. These are available as Chapter 2 of thebook entitled Information Power: Building Partnershipfor learning. Eisenberg, Lowe and Spitzer 4 havegiven very useful info&mation on various standards,models and rubrics of IL.But because of the constraintsof space and time, it is not possible to discussthese in this paper. The most important thing is toavoid intellectual imperialism. IL must be seen inthe context of a given culture. No single definitionof ILwill ever be acceptable to all the stakeholders.

It is indeed incumbent upon the informationseekers to take a holistic view of the affective,cognitive and physical dimensions of informationsearch process. At affective level, the informationseeker experiences feelings of uncertainty, enthusiasm,frustration, confusion, disappointment, clarity, confidence,and satisfaction depending upon the success orfailure of the information search process. At cognitivelevel, thoughts can be vague or focused leading toincrease or decrease of interest. At action level,task will start with definition of information needand end with review of the outcome of the searchprocess. This search experience will serve as feedbackfor the next round of learning.4. LEVELS OF MEDIATION

Uniqueness in the context of information searchprocess means new information, and redundancymeans what is already known to the stakeholder.Information search process definitely influences thebehaviour of the information seeker in terms of hisfeelings, thoughts, and physical actions. Libraryand information professionals (LIPs) must takecognizance of these behavioural changes and interveneat appropriate stage. Kuhlthau 3 describes five levelsof intervention with regard to reference and instructionservices. The five levels of mediation in case ofreference service are that of organiser, locator, identifier,adviser, and counsellor. The five levels of educationin context of instructional services are that of organiser,lecturer, instructor, tutor, and counsellor. Leaving

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aside the explanation of these five levels of interventionin two different contexts, the message is that LIPsmust be able to identify the appropriate level ofintervention to facilitate the information seeker.Accordingto Kuhlthau, intervention outside the appropriatezone can be intrusive and overwhelming, and onboth sides can be inefficient and unnecessary forthe stakeholders.5. EMPOWERING-8 MODEL

There are many models of IL,but the Empowering-8Model has been developed at an IFLA-ALP sponsoredInformation Literacy Workshop hosted by NationalInstitute of Library and Information Sciences (NILIS),University of Colombo in 2004 specifically for thestakeholders in the Asia-Pacific Region. Referencehas specifically been made to this model becauseithas not been reported and discussed comprehensivelyin the professional literature. Prof. Russell Bowden,in his keynote address published in the Proceedingsof the Information Skills for Learning: Part II Empowering-8" International Workshop Sponsored by IFLA-ALP, UNESCO-IFAP 5in2005 has beautifully describedthe eight steps of this model in the following words:(i) Identify-subject, audience, keywords and plan

strategy;(ii) Explore-resources required, information available;(iii) Select-relevant information; stages of work,appropriate citations;(iv) Organise-information earlier selected, betweenfact, fiction and opinion;(v) Create-information in your own words, reviseand edit and create bibliography;(vi) Present-share information with appropriateaudience; display in appropriate format;(vii) Assess-feedback; self-assessment andassessment with teacher;(viii) Apply-review feedback and apply to next learning

activity.An information literate person must learn toknow, to do, to be and to work together. He shouldbe able to make sense, ensure quality, learnindependently, think critically, and use informationethically and strategically.6. LIFELONG LEARNING

In view of fierce competition and discontinuouschange, one has to look beyond formal educationand information management. Lifelong learning is

the only way to stay ahead of change and competition.Most important thing today is to be a face in thecrowd. Only lifelong learning can facilitate this.Learning is a lifelong process for knowing, understanding,being, working together, decision-making, and problem-solving. IL is a critical link between knowledgemanagement and lifelong learning. Hence, it s incumbentupon the learning organisations to promote learningat all levels. Senge 6 has beautifully explained thecategories of adaptive learning and generative learning.He has emphasised upon the role of systems thinking,personal mastery, mental models, shared vision,and team learning in the context of learning organisations.IL can go a long way to facilitate both types oflearning among individuals and organisations. Learningmust start from the centre, with learner's interactingwith local sources and then expanding his accessto information sources across the globe. Collaboration,leadership, and synergy with the techniques of technology(ICT) are,critical for learning to learn, unlearn, andre-learn for staying ahead of time and competition.7. NATURE OF KNOWLEDGE

The nature of knowledge is highly complex. Itis a fluid mix of experience, values, beliefs, expertinsight, and contextualised information. Beyond formaldegrees, knowledge management is the main challenge.That is true not only fo r the corporate sector, butfor the public domain also. Aristotle's three-foldclassification of disciplines as theoretical, productive,and practical is echoed in the three categories ofknowledge today. These three categories are explicitknowledge (recorded information), tacit knowledge,and embedded knowledge. Managing the tacit knowledge(TK) is the most difficult thing to do as TK residesin the minds of people. It is really critical to capturethe TK for the progress of society. Generally knowledgeworkers are no t ready to share their TK for fear ofidea thieves or lack of motivation. But if we fail tocapture TK, itgets lost with stakeholders departure,resignation, retirement or death.

The chapters on nature of knowledge, intellectualcapital, and communities of practice by AI-Hawamdeh 7are worth reading fo r improving one's conceptualaccess to the nature of knowledge and learning.Basically, knowledge is cumulative, multi-dimensional,and dynamic. According to Nonaka and Takeuchi 8,externalisation, internalisation, combination, andsocialisation are the basic modes for knowledgemanagement. Therefore, the dynamic symbiosis ofIL,lifelong learning, and knowledge management isan essential condition fo r the learning individualsand organisations.DESIDOC JI. Lib. Inf. Technol., 2008, 28(2) 15

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8. DIGITAL INCLUSIONThe National Knowledge Commission envisionedknowledge society in India can be ensured only byproviding massive low cost instant access to qualityinformation. This society must be based upon thephilosophy of digital inclusion to bridge the wideningdigital divide in India. Information seekers must betrained in the use of ICT to enable them to convertinformation into knowledge and vive versa. Onlycritical thinkers and independent learners can makesense of information to create new knowledge andthen use it strategically for innovation, decision-making and problem solving. "Simply speaking, thevalue of information lies in its use for decision-making and problem-solving. To implement the philosophybehind information commons, it is essential thatthe stakeholders are info-literate. They must beaware of the fact that information is a source of

instant power and it can make or mar future of.anyone depending upon its quality, availability ornon-availability. It facilitates decision-making andeliminates uncertainty. The quality of our decisionsdepends upon the quality of information availableto us. Inother words, IL s a tool for lifelong learningand self-actualisation.'"9The politics of profit by thecommercial domain and the vested interests mustbe contained by promoting the concept and practiceof open-source software, hybrid libraries, institutionalrepositories, lifelong leaming and knowledge managementat all levels.The success of hybrid libraries is dependentupon holistic approach to IL.The affective, cognitive,and physical dimensions of end-users' informationseeking behaviour must be taken into considerationwhile designing our information storage and retrievalsystems. These systems must be based upon userfeedback to facilitate the effective use of knowledgeand information. The Government of India must beimpressed upon to take the recommendations ofthe NKC to their logical conclusion by implementingthem in a phased manner. INFLIBNET leadershipshould take lead in promoting the concept and

practice of IL hroughout India. Itmust also extendits resources and services to academic and sectoralgrassroots to support lifelong learning and knowledgemanagement.9. BOTTOM LINE

We must adopt a holistic approach to IL. Itshould start with the learner at the centre stageinteracting with local sites of information and thenextending his reach to the sources of informationavailable across the globe. ILmust include medialiteracy, computer literacy and network literacy.

Sense-making should be the heart of the matter.The info-literate persons must be able to attachmeaning to their thoughts and actions. ILstandards,models and rubrics must be culture specific. Learnersand mediators should also be careful about thezones of intervention. Internal and external factorsaffecting learning and ILprogrammes must be takeninto consideration before passing on value judgmentsand initiating innovations.

TK management and its strategic and ethicaluse must be facilitated by the concept and practiceof IL. In the formal settings, ILprogrammes shouldbecome essential components to facilitate lifelonglearning and putting knowledge to work. But ILmust be used to contain the twin perils of "digitalexclusion" and "digital determinism" to bridge the"info-divide"11. UNESCO is celebrating the UnitedNations Literacy Decade (2003-12) as well as promotingthe Education for All Programme (EFAP) and theInformation for All Programme (IFAP). Independentlearners and critical thinkers are the expected outcomesof information literacy. Bu t the success of IFAP isdependent upon the success of EFAP, becausethere can be no information for all without educationfor all. In fact, the bottom line is that ILprogrammesmust be based upon the complexity and diversitiesof learning communities; and cultural hegemonyand intellectual imperialism must not be allowed toprevail inthese programmes. ILmust serve as backboneof self-actualisation and learning.REFERENCES AND BIBLIOGRAPHY1. Dorner, Daniel G. &Gorman, G.E. Informationliteracy education in asian developing countries:Cultural factors affecting curriculum development

and programme delivery. IFLA Journal,2006,32(4), 281-93.2. Hofstede, G. Culture's consequences: Comparing

values, behaviours, institutions and organisationsacross nations, 2nd Ed. Sage Publications,Thousand Oakes, CA, 2001.3. Kuhlthau, Carol C. Seeking meaning: A processapproach to library and information services,

2nd Ed. Libraries Unlimited, Westport, CT , 2004.4. Eisenberg, Michael B; Low, Carrie E. &Spitzer,Kathleen, L. Information literacy: Essential skillsfor information age, 2n d Ed. Libraries Unlimited,Westport, CT , 2004.5. Information skills for learning, Part I1.nEmpowering8. Proceedings of International Workshop sponsored

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by IFLA-ALP and UNESCO-IFAP, 03-07 October2005, Punjabi University, Patiala, p.29.6. Senge, Peter M. The fifth discipline: The artand practice of learning organisation. CurrencyDoubleday, New York.7. AI-Hawamdeh, Suliman. Knowledge management:Cultivating knowledge professionals. ChandosPublishing, Oxford, 2003.8. Nonaka, I.&Takeuchi, H.The knowledge creatingcompany: How Japanese companies create thedynamics of innovation. Oxford University Press,New York, 1995.9. Singh, Jagtar. Collection development in collegelibraries: Key concerns and consequences.In Managing college libraries in the digital

environment: Opportunities and challenges, editedby Jaspal Kaur. Proceedings of UG C SponsoredNational Seminar, 3-4 August 2007, Dev SamajCollege for Women, Chandigarh. p. 7.10. Director's Report 2006-2007. Delnet, New Delhi,2007.11. Dempsey, Lorcan. Libraries and the long tail:Some thoughts about libraries in a networkage. D-LibMagazine, 2006 12(4). http://www.dlib.org/dlib/aprilO6/dempsey/O4dempsey.html.12. Galvin, Kathleen M.; Cooper, Pamela J. &Gorden,Jeanie McKinney. The basics of speech: Learning

to be a competent communicator. IL : NTC,Lincolnwood, 1988.13. Gorman, G.E. The digital factor in library andinformation services 2002-03. Facet Publishing,London, 2002.14. Gorman, Michael. Our enduring values: Librarianshipin the 21st century, ALA, Chicago, 2000.15. Gorman, Michael. Th e enduring library: Technology,tradition and the quest or balance. ALA,Chicago, 2003.16. Report to the nation. National KnowledgeCommission. New Delhi, 2007.17. Libraries: Gateways to knowledge. NationalKnowledge Commission, New Delhi, 200718. Information power: building partnership for learning.AASL and AECT. ALA, Chicago, 1998.19 . Learning for the future: Developing informationservices in schools, 2nd Ed. ASLA and ALIA.Carlton, South Vic. Curriculum Corporation, 2001.20. Oddy, Pat Future libraries future catalogues.LA Publishing, London, 1997.21. Wallace, Danny P. &Van Fleet, Connie libraryevaluation: A casebook and can-do guide. LibrariesUnlimited, Englewood, Colorado, 2001.22 . Wilson, P. Public knowledge, private ignorance:Towards a library and information policy. GreenwoodPress, Westport, CT, 1977.

About the Author

Dr Jagtar Singh is presently working as a Professor in the Department of Library andInformation Science, Punjabi University, Patiala. He ha d his professional qualifications fromPanjab University, Chandigarh. During 1992-93, he was awarded the prestigious CommonwealthAcademic Staff Fellowship by the Commonwealth Scholarship Commission, UK to work on'Electronic Publishing' with Professor A.J. Meadows at Loughborough University, UK. He Isrecipient of the Ken Haycock Leadership Development Award 2004 by the InternationalAssociation for School Librarianship (IASL). He is also the Regional Director-Asia of theInternational Association for School Librarianship (IASL) and Standing Committee Member ofthe Information Technology Section of the International Federation of Library Associations andInstitutions (IFLA). He has published about 100 articles and research papers in national andinternational professional journals, conferences and seminars. He has been associated withthe Dublin Core Metadata Initiative (DCMI) to prepare the Punjabi Language Version of DublinCore, and has also translated the IFLA/UNESCO Guidelines for Development of Public LibraryService in Punjabi Language. He has also served as Convener of the Committee constitutedby the Government of Punjab to prepare the 'Revised Draft Punjab Public Libraries Bill' forenactment of Public Library Law in Punjab.

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TITLE: Sense-making: Information Literacy for Lifelong Learning

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