In several countries the terms used for information literacy clearly refer to competencies. For example,

• in Denmark the term informationskompetence,
• in Finland informaatiokompetenssi (also informaatiolukutaito),
• in Germany informationskompetenz,
• in Norway informasjonskompetanse and
• in Sweden informationskompetens have been used for information literacy.

The author of this Learing Object, focussing in her research on the higher education sector and, more specifically, on online learning, prefers to use the term 'information-related competencies', as it combines several blocks of competencies related to information handling and use.

For example, identifying, locating, gathering, selecting, storing, recording, retrieving and processing information from a variety of sources and media; developing successful information seeking and retrieval strategies; mastering complex and multiple information systems; organizing, analysing, interpreting, evaluating, synthesizing, and using information; and, presenting and communicating information clearly, logically, concisely and accurately. (Virkus, 2003)

 

 

 

 

 

 

 

 

These information-related competencies can be seen as made up of increasingly sophisticated knowledge, skills and attitudes.
The author also believes that the constructivist approach to learning has close connections with the process of information-seeking and use.

From the 1970s on, research on human cognition as information-processing has revealed the 'constructive' nature of human learning. Learning consists of complex information processing, problem-solving, decision-making in uncertainty and the urge to transfer knowledge and skills into new, unknown settings. Learning is, in this view, defined as an active, constructive, goal-oriented and situated process that requires intensive mental activity and construction of meaning on the part of the learner. Therefore, to learn constructively involves active seeking, processing and using of information, critical analysis and metacognition.

In this context, information-related competencies may be viewed as context- and content-dependent competencies which are integral elements in a constructive learning environment and are closely related with the characteristics of constructive learners (prior knowledge, metacognition, motivation, and the complex variable 'learning style'). However, the term 'information literacy' might be a useful research construct or umbrella term covering information-related competencies and also as a strategic concept or goal - a political, economic and educational one (Virkus, 2003).