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Kajian Dalam Bidang Ilmu Perpustakaan dan Informasi: Filosofi, Teori, dan Praktik

between fact and fiction (ALA, 1989). The American Library Association
(ALA) Presidential Committee on Information Literacy: Final Report
(ALA, 1998) stated information literate people are those who have learned
how to learn. People who know how to learn, know how knowledge is
organized, as well as how to find and use information in such a way that
others can learn from them.
Information literate people are those who are prepared for lifelong
learning because they can find the information they need to complete tasks
or to make decisions.
In addition to a consensus regarding some of the key elements of
information literacy, there is also agreement emerging around the value
or impact of information literacy. The Australian Library and Information
Association (ALIA) Statement on information literacy for all Australians
(ALIA, 2006), grounded in the Alexandria Proclamation on information
literacy, argues that society will be advanced by all people being
empowered to find, use and create information effectively to achieve their
personal, social, occupational and educational goals. Similarly, Todd
(2000) suggested that: “At the heart of information literacy are people
being able to effectively engage with their information world: to connect
with, interact with and use information meaningfully and purposefully to
get on with their lives. The outcome is not information literate persons per
se, but people able to get the best out of, and contribute to living” (2000b,
p. 29).
Despite the widespread understanding the idea of information literacy,
the meaning most of the scholars currently have access to come from
scholarly descriptions of information literacy, information literacy education
programs, and information literacy research (Bruce, 1997). Nevertheless,
the understanding of information literacy itself is problematic (Bruce,
1997). Most librarians and educators might have variations in precision
in use of the term. This is evident in the uncertainty about the distinction
between information literacy, bibliographic instruction and library skills
programs. But, instead of joining the discussions of information literacy
definitions, this research does not aim to come with a particular definition
but looking at the different perspective of information literacy. It is
expected that these perspectives provide a base of knowledge on how to
understanding the rich phenomenon of information literacy.

III. RESEARCH METHOD
This article is extracted originally from research was done by Heriyanto,
Partridge, and Davis (2018) which explores how Australian researchers

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