According to the ALA information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (2013). This is a simple, summative definition, which are education system’s prescribed learning outcomes are burdened with. Although such definitions offer a starting point. They ignore the complexity, flexibility, and multiplicity of such concepts as information literacy. Naturally, being able to “locate” information, which in today’s world is primarily digital, requires the numerous competencies associated with digital literacy. Further, to “evaluate” information requires the deep-processing skills of critical and media literacy. In addition, “to use” information can and should be in a multitude of modes, therefore requiring social literacy, visual literacy and more. The reading of our world is far from as simple as the definitions indicate.

Points of Inquiry, a guide produced by BCTLA does not attempt to concretely define information literacy, but rather, provides a framework for developing the skills. These include: connect and wonder, investigate, construct, express, reflect, and repeat continuously. I think that this is a more appropriate framework than the all-encompassing definitions ALA and the B.C. Ministry of Education attempt. Furthermore, Donald Leu of Syracuse University expresses it better than I ever could:

“The new literacies include the skills, strategies, and insights necessary to successfully exploit the rapidly changing information and communication technologies that continuously emerge in our world. A more precise definition of the new literacies may never be possible to achieve since their most important characteristic is that they regularly change; as new technologies for information and communication continually appear, new literacies emerge (Bruce, 1997; Leu, in press a; Reinking, 1998). Moreover, these changes often take place faster than we are able to completely evaluate them. Regular change is a defining characteristic of the new literacies.”

This seemingly simple observation has profound consequences for literacy and education. It means that we must help students learn how to learn, just as Richardson advocated (2012), in all literacies, and emerging literacies. However, today’s class exploration of varying mandates and draft curriculum, such as the Digital Literacy Standards, illuminate that there is little clarity. B.C. Performance Standards expresses the need for social responsibility to be taught, but it is unclear how this aligns with the digital literacy mandate, or even with specific courses. Unfortunately, as such, when these vital competencies are unclear cognitively and communicatively, they will be unclear in the classroom. The glimmer of hope is that educators are incredibly resilient and resourceful, turning to social media (such as Twitter and Pearltrees), and to each other, to develop the Professional Learning Networks that assist our teaching to the moving targets that are information literacy(ies).