Information literacy skills

Information Literacy

Access and Evaluate Information

• Access information efficiently (time) and effectively (sources)
• Evaluate information critically and competently

Use and Manage Information

• Use information accurately and creatively for the issue or problem at hand
• Manage the flow of information from a wide variety of sources
• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Additional resources:

1.    ALA | Information Literacy

AASL provides leadership for the development of dynamic, student-centered school library media programs. These programs help ensure that students master the information literacy skills needed to be discerning consumers and creative producers of information.

2.    21st Century Literacies Curriculum

The 21st Century Literacies Curriculum presents the process and essential skills for embedding information literacy strategies across all areas of the curriculum. The curriculum seeks to promote the skills, knowledge and attitudes to help students develop information literacy.

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information overload

Information overload" is a term popularized by Alvin Toffler^{[citation needed]} that refers to the difficulty a person can have understanding an issue and making decisions that can be caused by the presence of too much information.^[1] The term itself is mentioned in a 1964 book by Bertram Gross, The Managing of Organizations.^[2]sensory overload, a term that had been introduced in the 1950s.^[3] The term and concept precede the Internet. Toffler's explanation of it in his bestselling book presents information overload as the Information Age's version of Sensory overload was thought to cause disorientation and lack of responsiveness. Toffler posited information overload as having the same sorts of effects, but on the higher cognitive functions, writing: "When the individual is plunged into a fast and irregularly changing situation, or a novelty-loaded context ... his predictive accuracy plummets. He can no longer make the reasonably correct assessments on which rational behavior is dependent.

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