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

aimed at developing a consensual definition of information literacy and
establishing outcome measures for the concept. The definition that emerged
from the study was: “information literacy is the ability to access, evaluate,
and use information from a variety of sources” (Doyle, 1992, p.2). The
definition is followed by indicative outcomes which state that information
literate person is someone who possesses these following attributes:
i. Recognizes the need for information
ii. Recognizes that accurate and complete information is the basis for
decision-making
iii. Formulates questions based on information need
iv. Identifies potential source of information
v. Develops successful search strategies
vi. Accesses sources of information including computer-based and other
technologies
vii. Evaluates information
viii. Organizes information for practical application
ix. Integrates new information into an existing body of knowledge
x. Uses information in critical thinking and problem solving (Doyle,
1992).

This list of attributes illustrated the process of information literacy
and that these could be used as “potential rubrics for a checklist of skills”
(Doyle, 1992, p. 2). Along with the definition and attributes, Doyle’s study
also identified desired outcome measures for the process of information
literacy. These measures reflect the attributes of the ‘information literate
person’. The behavioural perspective has influenced information literacy
standards that are mostly applied in educational contexts. Examples of
these standards include the United Kingdom Society of College, National
and University Libraries (SCONUL) called Information Skilled in Higher
Education and established in 1999. The standard introduced the Seven
Pillars of Information Skills Model. The model was then updated in 2011
and was presented as a generic core model for higher education (SCONUL,
2011). The model defines information literacy as the ability to gather, use,
manage, combining as well as create information and data effectively.
Similarly, the Association of Colleges and Research Libraries (ACRL),
a North American organization established the Information Literacy
Competency Standards for Higher Education in 2000. These Standards
defined information literacy as a set of abilities individuals need to have to
locate, evaluate and use the needed information effectively (ACRL, 2000).
These models provide performance indicators and outcomes for assessing
information literate individuals.

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