Embedding Information Literacy in the Sociology Program at the University of Otago‪.‬

The origins of information literacy (IL) can be found in both information science and bibliographic instruction (1) and the concept now features prominently in a very wide cross-section of education-related academic literature. (2) Although there is no universally accepted definition for the term information literacy, it is generally agreed to be a learning outcome focussing on the lifelong ability to recognise the need for, locate, evaluate, and effectively use information. (3) IL has emerged as part of a paradigm shift (4) in the philosophy of education towards student-centred learning. (5) Today IL represents a cornerstone of both librarianship and discipline-related pedagogy within the higher education community. (6) In an information society all students need to be information literate if they are to stay up-to-date with developments in a particular subject.(7) Information literacy is therefore intrinsically linked to the emerging concept of 'lifelong learning'. (8) Lifelong learning is a core component of the University of Otago Teaching and Learning Plan (TLP) 2002 and, like many other tertiary institutions, features as a 'graduate attribute'. (9) In general terms lifelong learning refers to the continuation of learning throughout the lifespan of an individual. (10) More specifically, however, it emphasises processes of developing new skills and understanding new concepts beyond the period of formal education traditionally associated with learning. (11) It is now widely accepted both as a social and economic imperative, (12) and has dramatically increased in importance in recent years as individual needs have adapted to the changing demands of the information society. (13)