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The discussion highlights the need to better consider how information literacy connects to the context of information behavior and information practices. While major obstacles remain in developing effective information literacy initiatives, the concept’s relevance continues to matter for contemporary learning and decision-making.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-the-hyperbole-information-literacy-reconsidered/598850/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-the-hyperbole-information-literacy-reconsidered/598850.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper identify with information literacy as a concept?","Question",{"text":112,"@type":113},"It points to terminological confusion and the burden of expectations that are difficult to sustain for real instruction and understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect information literacy to information behavior or practices?",{"text":117,"@type":113},"It argues that insufficient attention has been paid to the place of information literacy within the broader context of how people behave and practice when using information.",{"name":119,"@type":110,"acceptedAnswer":120},"How is information literacy framed in higher education from a pragmatic perspective?",{"text":121,"@type":113},"It is defined as the set of skills, knowledge, and attitudes needed to access information effectively, efficiently, and ethically, including interpretation and evaluation across contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598850,1792626098,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Beyond the Hyperbole: Information Literacy Reconsidered  \nHeidi Julien, University at Buffalo  \nAbstract  \nInformation literacy, as a concept, has suffered from terminological confusion and has been burdened with untenable expectations. In addition, insufficient attention has been given to the place of information with the context of information behavior or information practices generally. Significant challenges remain to developing information literacy, but its value remains relevant.  \nKeywords: information literacy; digital literacy  \nJulien, H. (2016). Beyond the hyperbole: Information literacy reconsidered. Communications in Information Literacy, 10(2), 124-131.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s) . Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4 .0) .  \nBeyond the Hyperbole: Information Literacy Reconsidered  \nIntroduction  \nInformation literacy has been lauded as a potential savior for multiple global challenges. The United Nations enumerates our primary, current global issues  \n([http://www.un.org/en/globalissues/index.shtml](http://www.un.org/en/globalissues/index.shtml)), which include a range of challenges, from aging and climate change to environmental sustainability; human rights; peace and security; refugees; and terrorism. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) makes significant claims about the key role of information literacy in addressing these challenges and achieving goals such as good government and democracy (2009). Such claims may excite librarians, who rightfully lay professional claim to information literacy expertise, but they place unmanageable burdens on information literacy as a concept. Information literacy remains elusive for much of the general population, and information literacy instruction is challenged by significant barriers to success. Before exploring these issues, this paper discusses the fundamental challenge of definition.  \nConceptual Confusion  \nThe concept of“information literacy” is troubled by terminological confusion and frequent messiness. In library and information science we use a very wide range of terms in this general topic area: information/digital/media/ICT/computer/  \ncomputational/technological/trans-/meta-literacy/fluency, among others. Although particular authors, organizations, or institutions will insist on specific and unique meanings for these terms, in practice they overlap in their meanings, and, importantly, are employed differently by different speakers, authors and agencies. Thus, understanding of a particular term’s meaning, from any single perspective, requires careful investigation, and assumptions of mutual understanding are perilous. There is cachet in using the term “digital,” so “digital literacy” is perhaps a term to be preferred, unless one wishes to include non-digital literacies. The concept of literacy itself has broadened in contemporary usage, from traditional notions of reading and writing, to a more expansive definition that includes a range of texts, written or otherwise. Thus,“text” refers to the traditional written word, recorded on paper or digitally, but also to a range of multi-media. In addition, competencies  \nwith “text” have also expanded beyond traditional consumption to include interpretive and creative competencies. It is now well understood (in theory, if not reflected in practice), that these competencies are culturally situated within particular social conditions. So, literacy is me","cbCaijDN0jKzukAX","https://ap.wps.com/l/cbCaijDN0jKzukAX","pdf",118294,"English","# Abstract\n# Introduction\n# Conceptual Confusion\n# Burdens","[{\"question\":\"What problem does the paper identify with information literacy as a concept?\",\"answer\":\"It points to terminological confusion and the burden of expectations that are difficult to sustain for real instruction and understanding.\"},{\"question\":\"How does the paper connect information literacy to information behavior or practices?\",\"answer\":\"It argues that insufficient attention has been paid to the place of information literacy within the broader context of how people behave and practice when using information.\"},{\"question\":\"How is information literacy framed in higher education from a pragmatic perspective?\",\"answer\":\"It is defined as the set of skills, knowledge, and attitudes needed to access information effectively, efficiently, and ethically, including interpretation and evaluation across contexts.\"}]","Beyond the Hyperbole: Information Literacy Reconsidered | PDF",1792087715]