A reconsideration of information literacy

Abstract

This article is a reflection on the author's 2005 Chronicle of Higher Education article Information Literacy Makes All the Wrong Assumptions. In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's vertical disciplinary agendas, while information literacy serves its horizontal institution-wide agenda.